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ISSN 2408-1809

RJES

RANGSIT JOURNAL OF EDUCATIONAL STUDIES

Volume 3, Number 2, July - December 2016

Published by:

Rangsit University, Pathum Thani, Thailand

Editorial Office: Faculty of Education, Rangsit University,

52/347 Paholyotin Road, Pathum Thani 12000 Thailand

Phone: + 66 2 997-2222 ext. 1275, 1276, Fax + 66 2 997-2222 ext. 1277

E-mail: [email protected]

Website: www.rsu.ac.th/education

RJES Website: [email protected]

RJES Vol. 3, No. 2, July-December 2016

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Editorial Staff Chief Editors:

Chief Editor 1: Dr Ruja Pholsward, Associate Professor, Department of Educational Studies, Faculty of Education, Rangsit University

Chief Editor 2: Dr Jamie Wallin, Professor, Department of Bilingual Education, Faculty of Education, Rangsit University

Assistant Editor: Dr Donrutai Boonprasitt, Department of Educational Studies, Faculty of

Education, Rangsit University Volume Editors:

Editor of Volume 1, Number 1: Dr Ruja Pholsward, Associate Professor, Department of Educational Studies, Faculty of Education, Rangsit University

Editor of Volume 1, Number 2: Dr Ubon Sanpatchayapong, Assistant Professor, Department of Bilingual Education, Faculty of Education, Rangsit University

Editors of Volume 2, Number 1: Dr Pimurai Limpapath, Department of Bilingual Education, Faculty of Education, Rangsit University Dr Wallapa Chalermvongsavej, Department of Educational Administration, Faculty of Education, Rangsit University

Editors of Volume 2, Number 2: Dr Supatra Pradubpongse, Department of Educational Studies, Faculty of Education, Rangsit University Dr Supinda Lertlit, Department of Bilingual Education, Faculty of Education, Rangsit University

Editors of Volume 3, Number 1: Dr Donrutai Boonprasitt, Department of Educational Studies, Faculty of Education, Rangsit University Dr Nipaporn Chalermnirundon, Department of Curriculum and Instruction, Faculty of Education,

Rangsit University Editor of Volume 3, Number 2: Dr Tanawan Asawarachan, Department of

Bilingual Education, Faculty of Education, Rangsit University

Editorial Board Internal Members:

Dr Wallapa Chalermvongsavej, Department of Educational Administration, Faculty of Education, Rangsit University

Dr Donrutai Boonprasitt, Department of Educational Studies, Faculty of Education, Rangsit University

Dr Kanchana Chanprasert, Associate Professor, Department of Teaching Science, Faculty of Education, Rangsit University

Dr Supinda Lertlit, Department of Bilingual Education, Faculty of Education, Rangsit University

Dr Pimurai Limpapath , Department of Bilingual Education, Faculty of Education, Rangsit University


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Dr Somchanok Poo-Ampai, Assistant Professor, Department of Curriculum and Instruction, Faculty of Education, Rangsit University

Dr Supatra Pradubpongse, Department of Educational Studies, Faculty of Education, Rangsit University

External Members: Dr Lottie L. Baker, Professor, Regional English Learning Office (RELO),

Thailand Dr Joan Neehall Davidson, Clinical Psychologist, Educational Psychology,

Edmonton, Alberta, Canada Dr Helene Ijaz, Educational Consultant in Educational Linguistics, Toronto,

Ontario, Canada Dr Helen Llenaresas, Vice President for Academic Affairs, Bicol University, the

Philippines Dr Colin Moyle, Professor and Director, Residential Leadership Studies,

Department of Education, Victorian Government, Melbourne, Australia Dr Epifania Nunez, Dean, College of Education, Bicol University, the Philippines Dr Norman Robinson, Professor of Educational Administration, Faculty of

Education, Simon Fraser University, British Columbia, Canada Dr Kathryn G. Skau, Professor, Associate Dean of Research, Faculty of

Education, The University of Calgary, Alberta, Canada

Dr Didi Sukyadi, Professor, Association of Teachers of English as a Foreign Language in Indonesia (TEFLIN)

Dr Francis Wong, University of Hong Kong, PRC Dr Sita Yiemkuntitavorn, Associate Professor, Faculty of Education, Sukhothai

Thammathirat University

Office of Chief Editors: Faculty of Education, Rangsit University, Pathum Thani,

Thailand Contact Chief Editors: <[email protected]>, <[email protected]>, <[email protected]> Contact Volume Editors: <[email protected]>, <[email protected]>, <[email protected]>, <[email protected]>, <[email protected]>, <[email protected]>, <[email protected]>, <[email protected]>


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RJES RANGSIT JOURNAL OF EDUCATIONAL STUDIES Volume 3, Number 2, July – December 2016

CONTENTS

Page

Editorial Staff and Editorial Board …………………………………...…………… i Table of Contents ………………………………………..……….....………..……... iii Note from Editors of RJES Volume 3 Number 2 …………………………………. iv Effectiveness of Mother Tongue-Based Multilingual (MTB-MLE) Special Program in Enhancing the Competence of Pre-service Teachers Rebecca Rosario O. Bercasio Lara Kim Q. Remolacio Agnes M. Reonal Bicol University, Philippines

1-20

The English Reading Project to Enhance Reading Comprehension and Collaborative Learning for Grade 11 Students at a High School in Bangkok Parita Chitchuen Ubon Sanpatchayapong Faculty of Education, Rangsit University, Thailand

21-34

The Effects of Flipped Classroom Instruction on Language Accuracy and Learning Environment: A Case Study of Thai EFL Upper-Secondary School Students Thanachok Thaichay Demonstration School of Thepsatri Rajabhat University, Thailand. Pragasit Sitthitikul Language Institute, Thammasat University, Thailand

35-63

Learner-Centered Instruction as a Motivational Tool in ESL Reading Class: A Case Study of Pharmacy Students in a Thai Private University Nipaporn Chalermnirundorn Faculty of Education, Rangsit University, Thailand

64-85

Thai Tourism and Hospitality Education: Current Conditions and Strategic Directions Nuttapong Jotikasthira Nutteera Phakdeephirot Sutinee Teeranoot College of Tourism and Hospitality, Rangsit University, Thailand

86-103

Visiting Professors’ Voices for Change: An Institutional Study of Classroom Environment and Its Impacts on Instructional Practices in a Thai Tertiary Education Context Chatchawan Chaiyasat Institute of International Studies, Ramkhamhaeng University

104-119

Professional Reflections ………………………………………………….…………. 120-122 Peer Reviewers ……………………………………………………………………… 123 RJES Publication Policy ………………………………………………...………….. 124-129

Note from Editors of RJES Volume 3 Number 2


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Dear RJES Readers,

You are now with our sixth issue of Rangsit Journal of Educational Studies (RJES). This issue contains six articles in the areas of instruction, tourism education, and classroom facilities and equipment. In this issue, four papers report practices in the area of instruction and the other two in curriculum design and educational management. Three educators from the Philippines discussed the use of the mother tongue as a medium of instruction for pre-service teachers in the Philippines (Article 1). In Articles 2-4, Thai educators and practitioners explained in detail their use of the reading project for ESL learners’ reading comprehension and collaborative learning (Article 2), the use of Flipped Classroom instruction for EFL teaching at the secondary school level (Article 3), followed by Learner-Centered instruction as a motivational tool in an ESL reading course at the tertiary level (Article 4). The authors of the last two papers examined current issues in Thai education: change in tourism education and its directions (Article 5), and the visiting professors’ perception of and suggestions for teaching facilities and classroom environment at one open university (Article 6). The volume and chief editors hope that instructional techniques as well as current educational issues as reported and discussed in these research papers will be of value to educators and practitioners who may share the same research interest. If possible, please let us hear from our readers as feedback to the authors of these published articles. We would also appreciate contributions from those who wish to be part of our RJES network. Tanawan Asawarachan, Ed. D. RJES V3N2 Editor Ruja Pholsward, Ph.D., Chief Editor 1 Jamie Wallin, Ph.D., Chief Editor 2

ISSN 2408-1809 Rangsit Journal of Educational Studies, Vol.3, No.2, pp.1-20, July – December 2016 © 2016 RANGSIT UNIVERSITY Thailand. doi:10.14456/rjes.2016.7

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Effectiveness of Mother Tongue-Based Multilingual (MTB-MLE) Special Program in Enhancing the Competence of Pre-service Teachers

Rebecca Rosario O. Bercasio1

Lara Kim Q. Remolacio2

Agnes M. Reonal3

Bicol University College of Education, the Philippines [email protected], [email protected]

Abstract Mother Tongue–Based Multilingual Education (MTB-MLE), a feature of the K-12 Program in the Philippines requires the Teacher Training Institutions to provide adequate and relevant MTB-MLE pre-service training to teacher-students. This quasi-experimental study using a pre-test-post-test design conducted with two groups of fourth-year BEED students at Bicol University during the school year 2014-2015. The study investigated effectiveness of the Special MTB-MLE Program in upgrading the level of awareness of the Teacher Training Institutions on MTB-MLE policies and issues, literacy level, and pedagogical competence, and documented the good practice options for the mainstream of the Teacher Education Program. Data were obtained from (1) the pre-test and post-test results, (2) class observations of the pre-service teachers, (3) questionnaires, (4) student outputs such as lesson plans and sample translations into Bikol as the subjects’ mother tongue, and (5) focus group discussions and interviews with officials, faculty and students. The obtained findings show that the level of awareness on MTB-MLE policies and issues, literacy level, and pedagogical competence were significantly enhanced. The student–participants, experts/ practitioners and the teacher education faculty asserted that the training program and the materials used were highly relevant, useful and informative. Particularly, the student-participants were positive to the training program in substantially preparing them for pre-service teaching. Good practices along partnership with various stakeholders were characterized as collaborative and proactive; instructional strategies were interactive, involving the use of relevant technology-supported materials. In addition, assessment practices were reported as adequate, competency-aligned and combining both conventional and authentic assessment tools. The MTB-MLE Special Program was supported and recommended by the participating subjects as effective in preparing them for a career in education.

Keywords: Mother Tongue-Based Multilingual (MTB-MLE) Special Program, competence of pre-service teachers, teacher education training program, mother tongue instruction, curricular alignment

1. Introduction With a multilingual context, the Philippines through the Department of Education deemed it essential to adopt a Mother Tongue-Based Multilingual Education (MTB-MLE) (Department of Education Order No.74, s2009). Although in the past, the Philippine educational system adopted the Bilingual Policy of Education, and the 1987 Philippine Constitution provides the use of the vernaculars as auxiliary languages, this MTB-MLE is an

RJES Vol.3, No.2, July – December 2016

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important feature of the Enhanced Basic Education Program of K-12 which was implemented since 2012 (Republic Act 10533). This adoption of the MTB-MLE in the country is a response to the international initiative of promoting the use of the mother tongue for educational purposes (UNESCO, 2003) and respect for linguistic rights (UNESCO, 1992). Similarly, this is a formal effort to address the issue on literacy of Filipinos and to recognize the benefits of MLE. Based on the 2003 Functional Literacy, Education and Mass Media Survey (FLEMMS), out of 57.59 million Filipinos aged 10 to 64 years old, there were: 5.24 million Filipinos who could not read and write; 7.83 million Filipinos who could not read, write, and compute; and 18.37 million Filipinos who could not read, write, compute and comprehend (Nolasco, n.d; Ocampo et al, 2012). In the Lubuagan experiment, Walter & Dekker (2011) presented evidences that the use of the primary language of instruction is not compromising children in learning the second language, and enhances the mastery of curricular content in the more critical areas of math and science.

In the light of the implementation of the K-12 Program, the Teacher Training Institutions (TEIs) like Bicol University need to ensure that the Teacher Education Program is responsive to the changes and challenges brought by this curricular reform. The current teacher education curriculum (Commission of Higher Education Memorandum Order No. 30, s2004) is not designed to adequately prepare pre-service teachers for the MTB-MLE implementation since this program was crafted prior to the enactment of the K-12 Program. Therefore, appropriate curricular innovation should be initiated in order to address the identified gap in the teacher education curriculum since literature has confirmed the impact of the teacher factor on the learning achievement. The teacher’s knowledge is long associated with effective schools in developing countries (Levine, 2006), therefore improving the quality or effectiveness of teachers will support achievement of students (Sanders & Rivers, 1996; Wright, Horn & Sanders, 1997; Rockoff, 2004). With teachers having sustained their cumulative effect on student learning, (Darling-Hammond, Chung Wei & Johnson, 2009; Hightower, Delgado, Lloyd, Wittenstein, Sellers & Swanson, 2011), TEIs need to strengthen their pre-service training among others that deliver responsive curriculum.

Since teachers have their crucial role in translating and shaping curricular goals and theoretical notions into effective classroom and school-wide practices (Broad & Evans, 2006), it is of prime importance to enrich or innovate the current teacher education curriculum in order to bridge the gap between the contents of the current Teacher Education Curriculum and the actual needs of prospective teachers as demanded by the K-12 Program implementation. In such a context, the researchers in this study felt the urgent need to address the existing gaps, as pertaining to the MTB-MLE implementation at the Kindergarten and the Primary levels for the country’s basic education. Theoretical Framework

A curriculum needs to be reviewed and revised or enhanced in order to be aligned with the demands of the teacher employment context. Essentially, this is an issue on responsiveness of the academic program. According to Bird, Forsyth & Whitton (2012), a ‘responsive curriculum’ consists of two components: (1) the ability to identify that a change is needed; and (2) the ability to make that change in an appropriate time scale in the context


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of “responsiveness” as the ability to recognize change drivers, and to make changes in a timely manner. Bird, Forsyth & Whitton (2012) assert further that in developing a responsive curriculum, there is an interaction among three components of the model: the drivers (things that bring about the need for change); the course elements (things that can be changed); and the course team (the agents that mediate change). Below is Bird, Forsyth & Whitton’s paradigm of defining a responsive curriculum adopted by this study.

Figure 1: Defining a ‘responsive curriculum’ (Bird, Forsyth & Whitton, 2012)

Based on Bird, Forsyth & Whitton’s model, the change drivers include the external

environment, including economic factors and changes in regulations and government policy; the internal environment, including changes in policy and systems, and other university departments, particularly quality assurance; the learners; and employers and regulatory bodies. Secondly, the course elements contain five areas that can be subject to change: (1) the content of the course (what is being taught?), (2) the design of the course, including elements such as pedagogic design, delivery and support (how is the course taught?), (3) Assessment, (4) Technology, and (5) Administration, including systems and procedures. Lastly, the course team referring to change agents, represents the core of this model. These change agents are responsible for designing, delivering and supporting the course. They include academic, support, technical and administrative staff responsible for both identifying the need for change through interaction with the drivers, and affecting change through interaction within the course.


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Figure 2: Conceptual Paradigm [EDIT Figure 2 in two windows in the following order: Level of Mother Tongue Awareness Literacy Level of Mother Tongue Preparation for MTB-MLE]

In this study, the external environment includes the implementation of the educational laws and policies in the Philippines, such as the Republic Act 10533 also known as the K-12 Program, and Department of Education Order No. 74, series 2009 dealing on the implementation of MTB-MLE, and Department of Education Order No. 31, series 2013 dealing with the mother tongue as a medium of instruction. The internal environment refers to the institutional quality policy of the University which provides that “the University continually strives for excellence in instruction….”

The subjects participating in this research were pre-service teachers in the Bachelor’s

degree Program in Elementary Education offered at the Bicol University Main Campus. The course elements for the MTB-MLE Special Program for Pre-service Teachers included all the five areas: (1) the content of the course, (2) the design of the course, (3) assessment, (4) technology to be utilized, and (5) administration, including systems and procedures observed both in the development, implementation and evaluation phase of the MTB-MLE Special Program. The change agents in this study were the concerned officials and the faculty of the Department of Education, of the university and the college as the major employer of the BEED graduates.

2. Research Objectives

This paper reports the implementation and assessment of effectiveness of the MTB-MLE Special Program for Pre-service Teachers at Bicol University. The Special Program is an innovation in the current Teacher Education curriculum in the Philippines.


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There were two major research objectives in the study: 1. To investigate effectiveness of the implementation of the MTB-MLE Special

Program in upgrading (1) the level of awareness of the Teacher Training Institutions on MTB-MLE policies and issues, (2) literacy level in the mother tongue (Vernacular Bikol), specifically translation skills from English to Bikol, and (3) pedagogical competence in using the mother tongue as a medium of instruction.

2. Identify good practice options for the mainstream of MTB-MLE Special Program in the Teacher Education Curriculum in three areas: (1) Roles of different stakeholders (2) Instructional strategies, and (3) Assessment practices.

3. Research Methodology This study used a descriptive-evaluative method of research to describe the results of the implementation of the program and to discuss the identified good practices in the program regarding its design, development and delivery. It also used a quasi-experimental design with a control group and an experimental group to evaluate effectiveness of the Special Program in enhancing competence of the pre-service students in three areas (1) their level of awareness on MTB-MLE policies, framework and issues, (2) their literacy level in the vernaculars (Bikol), specifically their translation skills from English to Bikol, and (3) their pedagogical competence specifically in lesson planning in the mother tongue as well as a medium of instruction in other subjects. 3.1 The Subjects The subjects participated in the study on the voluntary basis. They were 89 fourth-year students taking the Bachelor’s degree Program in Elementary Education (BEED) in the first semester of the school year 2014-2015. The students were from pre-contained classes consisting of 44 students for the experimental group and 45 students for the control group. It was noted that for the purposes of comparing the pre-test and post-test results, only the students who completed the tests on the administration dates of the assessments tools were included in the computation. Therefore, the final number of subjects in the experimental and control groups were: 40 and 37 after Training 1, 42 and 30 after Training 2, and 33 and 38 after Training 3, respectively. There were also voluntary experts from Bicol University and from the Department of Education as validators for the program materials in the drafting and revising stages for the final version of the materials to be used in the MTB-MLE Special Program. 3.2 Research Instruments There were five research instruments: 1. the researcher-made pre-tests and post-tests validated in translation regarding the use of phrases, sentences and paragraph; 2. a questionnaire on a five-point scale on the MTB-MLE policies, framework and issues; 3. a rubric for assessing student outputs as lesson plans containing objectives, opener/motivation, strategies, procedures, and assessment, and sample translations into Bikol in the lesson plan outputs created by the students;


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4. a class observation scheme of the pre-service teachers; and 5. a set of questions to prompt focus group discussions and interviews with officials, the faculty and the participating student-subjects. The researchers piloted the research instruments with a voluntary group of third-year BEED students for clarity of contents and instructions. The instruments were revised for their final version on the basis of the obtained feedback from the third-year BEED students.

4. Data Collection Data on the implementation of the MTB-MLE Special Program were collected from the participating subjects at Bicol University College of Education in the first semester of the school year 2014-2015. A document analysis of official documents and reports was first carried out, followed by interviews with officials, facilitators and pre-service teachers, cooperating teachers and principals of cooperating schools. The researcher then conducted focus group discussion with randomly selected students from both the experimental and control groups. Quantitative data on the pre-test and post-test results were obtained from (1) translation of texts, (2) lesson planning through lesson plan outputs, and (3) MTB-MLE policies, framework and issues. Qualitative data were gathered from the teaching observation results in the practicum of the participating student-subjects in three phases: pre-training, mid-training and post-training phases in the implementation of the MTB-MLE Special Program. Qualitative data were also obtained from the results of focus group discussions of pre-service teachers from both the experimental and control groups, as well as interviews with observed pre-service teachers, teachers and principals concerned regarding their cooperation in implementing the MTB-MLE policies, framework and issues. 5. Data Analysis Descriptive statistics in frequency count, average and weighted mean were used to report the pre-test and post-test results. T-test was used to determine the significance of the difference between the pre-test and the post-test results. Microsoft EXCEL 2013 was used for statistical computations. Content analyses of qualitative data were to secure a conclusion on observation results, comments, suggestions and other feedbacks from the key voluntary informants in support of the quantitative results. 6. Results and Discussion There were two major research objectives in the study: 1. To investigate effectiveness of the implementation of the MTB-MLE Special Program in upgrading (1) the level of awareness of the Teacher Training Institutions on MTB-MLE policies and issues, (2) literacy level in the Mother Tongue (Vernacular Bikol), specifically translation skills from English to Bikol, and (3) pedagogical competence in using mother tongue as medium of instruction.


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2. Identify good practice options for the mainstream of MTB-MLE Special Program in the Teacher Education Curriculum in three areas: (1) Roles of different stakeholders (2) Instructional strategies, and (3) Assessment practices This section briefly reports the implementation of MTB-MLE Special Program, followed by upgraded actions on (1)the level of awareness of the Teacher Training Institutions on MTB-MLE policies and issues, (2) literacy level in the mother tongue (Vernacular Bikol), specifically translation skills from English to Bikol, and (3) pedagogical competence in using the mother tongue as a medium of instruction. The last part of this section describes good practice options for the mainstream of MTB-MLE Special Program in the Teacher Education Curriculum in three areas: (1) Roles of different stakeholders, (2) Instructional strategies, and (3) Assessment practices. 6.1 The Implementation of the Special Program on MTB-MLE

The implementation of the MTB-MLE Special Program was based on the pre-training preparations up to the post-training assessment for pre-service teachers in Grades 1 to 3 in the provinces of Albay and Sorsogon. The university and college officials, partners or stakeholders from the Department of Education participated in the implementation of the MTB-MLE Special Program.

Pre-Training Preparations: The MTB-MLE Special Program for Pre-service Teachers was designed and developed on the basis of needs analysis, an essential part of a curriculum design and development, after Kirkgoz (2009). The researchers reviewed the Teacher Education curriculum for the school years 2011-2014 as an initiative taken by Bicol University. The University conducted focus group discussions with officials and personnel of four units, namely Sentrong Wika, College of Arts and Letter, BUCE Integrated Laboratory School, Language Center, and College of Education, followed by an analysis of documents or institutional reports of these units.

Needs analysis was meant to assess the pre-service teachers’ awareness level of the MTB-MLE policies, framework and issues, their literacy level in the vernacular language, and their pedagogical competence in the mother tongue as a medium of instruction in assigned subjects (UNESCO, 1992, 2003; Walter & Dekker, 2011). The researchers used the translated texts and lesson plan outputs validated by voluntary practitioners and experts in the Special Program.

Design and Development of the MTB-MLE Program Curriculum Guide and Materials: The MTB-MLE Program Curriculum Guide was designed as an output of the MTB-MLE Seminar-writeshop on MTB-MLE organized by the researchers on May 6-8, 2014 at Bicol University. Peer critiquing was to refine and improve the output. The revised output was content-validated by three MTB-MLE experts and teacher-educators. The third and final version of the curriculum guide served as the basis for the design and development of materials for the MTB-MLE Special Program.


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The MTB-MLE training materials consisted of MTB-MLE Information Brief, MTB-MLE Translation Guide and MTB-MLE Lesson Planning Guide. Each of these materials was designed and developed by the researchers with assistance from voluntary experts and practitioners to address the three areas: pre-service teachers’ understanding of the MTB-MLE Framework, Policies and Issues related to translating skills and pedagogical skills. The MTB-MLE Information Brief includes discussion on the MTB-MLE framework, and the basic concepts related to language use and multilingualism, legal bases, some research findings on the mother tongue and multilingualism. The MTB-MLE Translation Guide provides discussion of the basic concepts and guidelines on translation, pointers for translations, Filipino and Bikol translation of the Bloom’s Taxonomy of Behavioral Objectives (cited in Oakes and Lipton, 2003), and sample literary and informational texts in English and Filipino with Bikol translations.The MTB-MLE Lesson Planning Guide contains guidelines in lesson planning in the mother tongue, tips on lesson planning in other subjects using the mother tongue as a medium of instruction, articles on the Two-track Approach in teaching children how to read and write their first language, and sample lesson plans in the mother tongue for Grade 1: Araling Panlipunan for Grade 1 and Mathematics for Grade 3. The materials were revised collaboratively between the researchers and the voluntary experts three to five times to ensure an informative, relevant, useful and comprehensive material.

Training: The MTB-MLE Program for Pre-service Teacher was delivered in a training series of 8, 24 and 24 hours, respectively. The training program included an overview of the training, pre-test, distribution of materials, training activities in lecture-presentations and discussion by MTB-MLE experts from the Department of Education, open forum and students’ group or individual activities, submissions of required outputs, sharing of impressions, securing feedback form, followed by post-tests before the Closing Ceremony where the student-participants were given the certificates of completion.

The training series included a clearinghouse where the researchers solicited feedbacks from the student-participants in their training series and the open forum on writing materials. Assessments on the student-participants’ level of awareness, translation skills and pedagogical competence through lesson planning were conducted on three separate dates due to availability of the students.

Post Training Activity: The student-participants in the training series were followed up during their teaching practice through class observations, interview with the pre-service teachers and cooperating teachers, followed by focus group discussions after completing the practicum. Lesson plans for the lessons delivered during the observation time were collected as outputs of the students. Class observations were done by three faculty members from the College of Education, Bicol University. Class observations were conducted in December 2014 to February 2015 in the following schools: (1) BUCEILS, December 3-5 and 9-11, 2014; (2) Albay Central School, January 19, 2015; (3) Cabañgan Elementary School, January 22, 2015;(4) Bagumbayan Elementary School, January 23, 2015; (5) Camalig North Central School, January 27, 2015; (6) Rawis Elementary School, January 29, 2015; (7) Daraga North Central School, February 4, 2015; (8) Donsol East Central School, February 17, 2015; and (9) Guinobatan East Central School, February 18, 2015.


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The researchers claimed the dynamics of the MTB-MLE Program for Pre-service teachers in the following innovative aspects: (1) K-12 and MTB-MLE-aligned (Bird, Forsyth &Whitton,2012), (2) Needs-based (Kirkgoz, 2009), (3) interactive and technology-supported, and appropriate to the learners in a non-threatening learning environment, (4) validated materials, (5) assessment combining conventional and authentic assessment tools, (6) internal coordination of stakeholders, and (7) involved partnership with the Department of Education. The researchers asserted that the MTB-MLE Special Program was an innovation in that the current Teacher Education curriculum be aligned with the Teacher Education Program of Bicol University College of Education; such alignment thus has brought changes to teaching practices with the use of the mother tongue in the K-12 Program (Bercasio, Llenaresas & Cabrillas, 2014). The training series has provided what the pre-service students need for the implementation of MTB-MLE Special Program in terms of understanding the MTB-MLE policies, framework and issues, translating texts from English and Filipino to Bikol, and planning lessons in the mother tongue. 6.2 Effectiveness of the MTB-MLE Program for Pre-service Teachers The effectiveness of the MTB-MLE Special Program for pre-service teachers in terms of upgraded understanding or performance was assessed by the pre-tests and post-tests, observation of the randomly selected students, and feedback from different stakeholders involved in the program. 1. Level of Awareness of MTB-MLE Policies, Framework and Issues

The level of awareness of the students in the experimental and control groups was significantly enhanced as shown in Table 1.The students were aware of the MTB-MLE policies, framework and issues. The control group students, though not participating in the training program, showed their awareness as a result of being exposed to the course Special Topic, and a one-unit course on the mother tongue. The experimental group students revealed their awareness at a significant level, as shown in Table 2. This evidently supports the training program in attaining its goal on providing the students with adequate and relevant information on the MTB-MLE policies, framework and issues.


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Table 1: Comparison of Level of Awareness by the Pre-test and Post-test of the Experimental Group and Control Group MTB-MLE Concerns Pre-test Post-test Mean SD Mean SD t-test P value Control Group (N=37) MTB-MLE Policies 3.50 0.20 3.67 0.43 -1.3836 0.0874 MTB-MLE Framework 2.95 0.32 3.30 0.51 -2.4077 0.0106 MTB-MLE Issues 2.78 0.33 3.57 0.53 -4.9535 0.0000 Overall 3.08 0.18 3.52 0.40 -3.6172 0.0004 Experimental Group (N=40) MTB-MLE Policies 3.87 0.18 4.21 0.19 -32.3991 4.1315 E-30 MTB-MLE Framework 3.90 0.58 3.93 0.58 -3.36490 0.0008 MTB-MLE Issues 4.00 0.30 4.02 0.31 -2.4807 0.0087 Overall 3.92 0.27 4.05 0.28 -23.2672 8.9238 E-25 *p<.05 – significant Table 2: Comparison of the Level of Awareness by MTB-MLE Concerns in the Experimental and Control Group

MTB-MLE Concerns Control (N=37)

Experimental (N=40)

Mean SD Mean SD t-test P value MTB-MLE Policies 3.67 0.43 4.21 0.19 4.2430 6.2323 E-05 MTB-MLE Framework 3.30 0.51 3.93 0.58 3.6728 0.0004 MTB-MLE Issues 3.57 0.53 4.02 0.31 3.0236 0.0034 Overall 3.52 0.40 4.05 0.28 4.0214 0.0001 p<.05 - significant

The results in Table 2 point to impacts of training and the materials on the experimental students’ level of awareness as responsive to their needs for recent and comprehensive information on MTB-MLE. 2. Literacy level in the Mother Tongue (Vernacular Bikol), Specifically Translation Skills from English to Bikol Table 3 shows the students’ translations skills in both the experimental and control groups as not significantly enhanced by the training shown by the t-test results of translations of phrases, sentences and paragraph as assessed by voluntary experts from the Faculty of Education, Bicol University. Though the relevant training on translation activities was provided, it was possible that the participating subjects could have needed more time in yielding incremental improvement. Besides, translation skills naturally required competency in two languages, which was not easy to master within the training period. It was possible that the students found translating texts as a rigorous and time-consuming process, as shown in their borrowing English terms in their translated texts. It could also suggest that the materials given in the MTB-MLE Translation Guide, the trilingual dictionary, and the orthography of Bikol perhaps were not studied further beyond the training.


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Table 3: Comparison of Translation Skills by the Pre-test and Post-test of the Experimental Group and Control Group Specific Translation Skills Pre-test Post-test Mean SD Mean SD t-test P value Control Group (N=30) Translating phrases 2.10 0.37 2.17 0.28 -1.4392 0.0803 Translating sentences 1.50 0.47 1.47 0.46 1.0000 0.1627 Translating paragraph 1.60 0.25 1.63 0.31 -0.5708 0.2862 Over-all 1.73 0.10 1.76 0.11 -1.4392 0.0803 Experimental Group (N=42) Translating phrases 2.33 0.32 2.43 0.25 -1.1594 0.1264 Translating sentences 1.62 0.24 1.64 0.24 -0.3740 0.3551 Translating paragraph 1.93 0.17 1.95 0.19 -0.3297 0.3716 Overall 1.96 0.14 2.01 0.12 -1.0000 0.1615 p<.05 – significant However, the students who participated in the training program showed significant results in their phrase and paragraph translation, as shown in Table 4. The t-test results show the translation outputs of the experimental group students higher than those of the control group. This could suggest usefulness of text translation training from English and Filipino to Bikol, for some trained students to a certain extent.

Table 4: Comparison of the Translation Skills of the Experimental Group and Control Group

Specific Translation Skills

Experimental Group (N=42)

Control Group (N=30)

t-test

P value

Mean SD Mean SD Translating phrases 2.43 0.25 2.17 0.28 2.1339 0.0363 Translating sentences 1.64 0.24 1.47 0.46 1.2827 0.2037 Translating paragraph 1.95 0.19 1.63 0.31 2.7186 0.0082 Overall 2.01 0.12 1.76 0.11 3.1049 0.0027 p<.05 – significant 3. Pedagogical Competence as Revealed by Lesson Planning

Table 5: Comparison of Lesson Planning Competencies by Pre-test and Post-Test of the Experimental Group (N=33) Areas Assessed Pre-test Posttest Mean SD Mean SD t-test P value Objectives 2.39 0.16 3.74 0.15 -14.9282 2.8445 E-16 Introduction/Motivation 3.28 0.02 3.94 0.02 -17.7732 1.9230 E-18 Strategies 3.67 0.00 3.88 0.03 -7.4833 8.0674 E-09 Procedures 3.20 0.05 3.79 0.06 -10.0869 9.1677 E-12 Assessment 2.71 0.03 3.58 0.06 -17.3304 4.0044 E-18 Overall 3.05 0.02 3.78 0.01 -26.7925 8.6441 E-24 p<.05 - significant


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Table 5 shows the experimental group students with significant improvement in their lesson planning skills in terms of formulating objectives, preparing introduction and motivation, selecting strategies, preparing procedures or the learning tasks in the lesson proper, and selecting assessment tools. This indicates that the presentations and activities in training addressed the needs of the students in terms of lesson planning (Wright, S. P., Horn, S. P., & Sanders, W. L., 1997; Rockoff, 2004). Such activities were: preparing and critiquing of the lesson plans per part, teaching demonstration of practitioners with real pupils, return demonstration of selected students, pre- and post-conferencing before the teaching demonstration, and critiquing of the return demonstrations, use of adequate and relevant materials used during the training. To the researchers, these activities appeared to help improve lesson planning skills of the students.

Table 6: Comparison of Lesson Planning Competencies by Pre-test and Post-Test of the Control Group (N=38) Areas Assessed Pre-test Post-test Mean SD Mean SD t-test P value Objectives 1.32 0.24 1.36 0.21 -1.6710 0.0515 Introduction/Motivation 2.44 0.40 2.42 0.33 0.5722 0.2853 Strategies 2.55 0.35 2.54 0.32 0.8128 0.2107 Procedures 2.11 0.29 2.11 0.27 -0.29787 0.3837 Assessment 2.30 0.34 2.32 0.23 -0.57221 0.2853 Over-all 2.15 0.12 2.15 0.14 -0.0865 0.4657 *p<.05 – significant As shown in Table 6, the control group students who were not trained in lesson planning and in other learning areas using the mother tongue as a medium of instruction did not show significant improvement in their lesson planning skills in all the five assessed areas (1) objectives, (2) introduction/motivation, (3) strategies, (4) procedures, and (5) assessment. This finding could suggest that their courses in Professional Education and Special Topic on the Mother Tongue did not seem to enhance their skills sufficiently in preparing their lesson plans or other learning areas in the mother tongue as a medium of instruction.

Table 7: Comparison of Lesson Planning Competencies by the Post-test of the Experimental Group and Control Group Areas Assessed Experimental(N=33) Control (N=38) Mean SD Mean SD t-test P value Objectives 3.74 0.15 1.36 0.21 23.5006 1.1958 E-34 Introduction/Motivation 3.94 0.02 2.42 0.33 14.8749 3.2506 E-23 Strategies 3.88 0.03 2.54 0.32 13.2548 1.2117 E-20 Procedures 3.79 0.06 2.11 0.27 16.8534 3.6907 E-26 Assessment 3.58 0.06 2.32 0.23 13.4368 6.1293 E-21 Over-all 3.78 0.01 2.15 0.14 24.1226 2.3906 E-35 p<.05 – significant


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Table 7 shows the significant post-tests results of lesson plans prepared at the end of the semester performed by the experimental group students in comparison with those in the control group. Their pedagogical competence was in lesson planning in the mother tongue or in other learning areas at the level to Kindergarten to Grade 3. Such significant results in the experimental group clearly support the students in their needs for creating materials for lesson plans as well as assistance from experts and practitioners in improving their target competencies in lesson planning.

4. Pedagogical Competence in Using Mother Tongue as Medium of Instruction. The researchers randomly selected five students assigned in Grades 1 to 3 from each group for classroom observation. As shown in Table 8, the observation ratings of selected students point to better performance of those in the experimental group. Table 8: Summary of the Observation Ratings for Teaching of Selected Cases from the Experimental and Control Groups Selected Cases

Experimental Group Control Group 1 2 3 4 Overall 1 2 3 4 Overall

A 3.20 3.06 3.01 3.00 3.07 2.70 2.72 2.88 2.83 2.78 B 3.90 3.95 3.94 3.50 3.82 2.50 2.33 2.38 2.17 2.34 C 3.10 3.45 3.63 3.50 3.42 3.40 3.67 3.00 3.42 3.37 D 3.20 3.39 3.07 3.75 3.35 3.20 2.61 2.63 2.67 2.78 E 3.30 3.28 3.38 3.42 3.35 3.20 2.94 2.94 3.25 3.08

1-Addressing learners’ diversity; 2-Teacher behavior in actual teaching; 3-Managing learner’s behaviour in the classroom; 4- Planning, assessing and reporting learner’s outcomes1.0-1.50 – Below Basic; 1.51-2.50 – Basic Level; 2.51-3.50 – Proficient Level; 3.51-4.0- Highly Proficient Level Comments on classroom observation given by voluntary experts and practitioners indicated pedagogical competence as well as areas for improvement of the students as pre-service teachers. Box 1 shows positive comments for the selected cases. It should be noted that cases from the experimental and control groups received favorable comments. Such findings suggest that pre-service teachers should be provided with opportunities to demonstrate their pedagogical competence at the classroom level with close monitoring and immediate feedback from experienced practitioners (Darling-Hammond, Chung Wei, & Johnson, 2009; Hightower, Delgado, Lloyd, Wittenstein, Sellers & Swanson, 2011).


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Box 1: Observations and Comments on Pedagogical Competence of Selected Cases Experimental Group Control Group

Student A She has well prepared visual aids, she was

able to sustain students interest. She was well modulated voice and pleasing

personality. The teacher gives appropriate test

component to the competencies. In the discussion, do not stick to the book;

more questions should be given. Let the pupils give the concept with the

guidance of the teacher.

Student A She had an interactive learning. The story was clearly read. The evaluation only focused on noting details,

assignments does not reinforce the two objectives.

STUDENT B The teacher is competent in the use of the

mother tongue as a medium of instruction in teaching AP.

Used appropriate instructional materials in teaching AP.

The pupil should have given describing words for persons, places and things.

The assessment is given in Bikol although the media used in the discussion use Filipino and English.

Parallelism and consistency are attained.

Student B Formative/ evaluation was not evident. Opportunities were provided to demonstrate

learning of the pupils. Prepared sufficient instructional materials. Did not provide opportunities for learner to

demonstrate their learning. Add more engaging activities to encourage

pupils participation and minimize descriptive behavior.

Student C The teacher shows enthusiasm in teaching

MTB-MLE using Big book. The teacher is very creative in doing visual

aids.

Student C Gives good follow- up question, uses colorful

visual aids. Teacher presents pictures in presenting

synonyms so it becomes meaningful. Student D Proficient in the delivery of lesson in the

mother tongue. The teacher must consider the issue because

making pupils understand and learn is the main concern/goal of education.

Student D The teacher could have integrated local bodies

of water to make it more responsive to local needs.

Had a hard time establishing discipline or order in the class.

Student E The lesson is well implemented; the teacher

was able to deliver well in the mother tongue.

The questions given in the discussion are almost all knowledge question; these should be more HOT questions.

The procedure of the lesson is well-sequenced.

Student E Teacher should call pupils at the back to recite

or give answers. The teacher was adequately guided by the

cooperating teacher. Appropriate materials are used for the review

and drill. Be aware of the students who are not listening.


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Based on the observation results, the researchers interviewed and conducted focus group discussions with the experimental group students. The pre-service teachers reported their gained confidence as well as their support for the training series. They asserted that the training series enabled them tonapply specific strategies to tasks in their teaching demonstration as required. 5. Stakeholders’ Assessment and Feedback in the MTB-MLE Training The students in the training program were assessed as outstanding in the training series in terms of training content, training materials, training management and resource persons and facilitators. Their ratings ranged from 4.71 to 4.88 as shown in Table 9. These students described their training as highly relevant, very useful, with adequate and informative materials, with interactive and interesting training activities, and well-prepared resource persons. Some of their comments are shown in Box 2. These findings reflect the high level of clientele satisfaction with the University Quality Policy, and thus speak of effectiveness of the training program. Table 9: Students’ Assessment of the Training Series Criteria Training 1 Training 2 Training 3 Overall Rating Interpretation Training Content 4.88 4.85 4.77 4.83 Outstanding Training Management 4.50 4.71 4.92 4.71 Outstanding Training Materials 4.76 4.83 4.77 4.79 Outstanding Resource Person / Facilitator 4.90 4.89 4.84 4.88 Outstanding 5= Outstanding 4= Very Satisfactory 3=Satisfactory 2= Fair 1= Poor

Box 2: Students’ Feedback on the MTB-MLE Training

6.3 Good Practices for the Mainstream of Special Program on MTB-MLE in the Teacher Education Curriculum The analysis of the implementation of the MTB-MLE Special Program in the school year 2014-2015 revealed good practices pertinent to the roles of stakeholders, instructional

• The seminar will help us as future teachers to dwell on different circumstances that we might experience in the field of teaching. We are in need of more information about the orthography of our L 1 and be guided on how to use it aside from the guide of legal basis.

• It was a fun experience and we gain lots of facts about K to 12. • The training program is indeed informative and helpful. • I‘m very thankful for being part of this training. Thank you. • The training is very nice. It helps us to gain more knowledge about MTB-MLE. • The training is very helpful to us to foresee what we would be doing in the future and what to

expect also. • We are so grateful for being a participant in the training; hopefully some other students could

have the chance also to attend because it is really helpful. • The materials are informative and relevant. • The materials are adequate and properly packaged. • Layout Design is creative and unique.


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strategies and assessment practices. Good practices were derived from comments and feedback given by the stakeholders: facilitators, resource persons, concerned officials and faculty, and students together with observation data (Rivkin, Hanushek, and Kain, 2005). Such identified good practices constituted the mainstream of the MTB-MLE Special Program in the Teacher Education Curriculum. Good practices noted the roles of stakeholders as follows: (1) participation of Sentrong Wika through sharing of relevant materials, (2) partnership with DepEd experts to serve as resource persons, (3) proactive leadership of College Dean, Department Heads and concerned faculty, (4) openness of students to intervention program on MTB-MLE, (5) collaborative preparation of materials on MTB-MLE and (6) implementation of the MTB-MLE Program for Pre-service Teachers. Different stakeholders had their specific involvements as contributing to success of the curriculum design, development, and delivery of the MTB-MLE Special Program for pre-service teachers (Broad & Evans, 2006). As for the planning phase for the program curriculum guide and training materials, the concerned officials and teachers were engaged in generating the target design of the program and materials (Cervetti, Kulikowich, & Bravo, 2015; Karagöza & Saka, 2015). Collaboration engaged a number of teacher-researchers and experts/ practitioners in producing responsive and comprehensive materials (Newton, Poon & Stone, 2013). The students’ participation in the program implementation, their focus group discussions, and interviews during the pre-service teaching yielded feedbacks essential to the final packaging of the program and materials. In addition, involvement of other concerned officials of the University and experts/ practitioners from the Department of Education, resource persons, and demonstration teacher-critics in the MTB-MLE Special Program in sharing relevant materials evidently accounted for success of the program. Good practices in the use of instructional strategies included: (1) use of relevant and adequate materials, as one material per student, (2) use of technology-supported learning activities/presentations, (3) use of learning-centered collaborative activities, (4) inclusion of demonstration teaching by experts, and demonstration of students with post conferencing. The delivery of the training program gave impetus for the attainment of target outcomes. The facilitators ensured adequacy of materials available to all the participants with one set of materials for each student. The delivery strategies used by the students utilized appropriate technology-supported presentations which facilitated interactive learning experiences (Nunan, 1999). The use of collaborative activities such as group activities, group translation of sample texts, group preparation for lesson plans and instructional aids engaged all the participants in a non-threatening learning environment. The demonstration teaching of the invited practitioners with pre- and post-conferencing provided for the participants with first-hand experience in changing to use the mother tongue as a medium of instruction (Lamie, 2004). Such provided learning experience activated responsiveness and interactions among the pre-service teachers, thus yielding the target outcomes of the MTB-MLE Special Program.


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7. Conclusion The implementation of the MTB-MLE Special Program in Basic Education in the

Philippines demanded adjustment in the teacher preparation in terms of content and pedagogical knowledge and competencies to enable pre-service teachers to become effective implementers of MTB-MLE at the primary level. Such a goal was of prime importance to be attained by the Bicol University and the State Department of Education.

The obtained findings show possible upgrading of the participating pre-service

teachers’ level of awareness on MTB-MLE policies, their literacy level, pedagogical competence and issues. The teacher-students, voluntary experts/ practitioners, and the teacher education faculty asserted that the training program created highly relevant, useful and informative materials for the pre-service teachers. The students were satisfied with the training series as shown in their positive responses to training contents, training materials, training management and resource persons. They found the design, development, implementation and monitoring, and evaluation of the MTB-MLE Special Program for Pre-service Teachers pertinent to their professional needs. They were well aware of the major features as indicators of good practices: (1) K-12 and MTB-MLE-aligned, (2) needs-based, (3) interactive, technology-supported, and appropriate to the learners in a non-threatening learning environment, (4) materials being validated, (5) assessment combining conventional and authentic assessment strategies, (6) appropriately coordinated with stakeholders, and (7) partnership involved with the Department of Education. The seven features of the MTB-MLE Special Program and the good practices reported by all parties concerned definitely pointed to a good success of the MTB-MLE Special Program.

8. Acknowledgements

The researchers thank Bicol University especially the Research and Development Center for the financial assistance to the research project, and the College of Education for allowing the concerned students and pre-service teachers, faculty and officials to participate in the study. Acknowledgement is also to the principals, teachers, pupils and pre-service teachers assigned at the following schools: (1) BUCEILS, (2) Albay Central School, (3) Cabañgan Elementary School, (4) Bagumbayan Elementary School, (5) Camalig North Central School, (6) Rawis Elementary School, (7) Daraga North Central School, (8) Donsol East Central School, and (9) Guinobatan East Central School. 9. The Authors

Rebecca Rosario O. Bercasio is a Professor of the College of Education and Graduate School, Bicol University and is currently designated as Director of the Center for Teaching Excellence. Her research interests include curricular design and development, program assessment, teacher education, student services, innovation in curriculum and instruction, multilingual education and issues pertaining to educational practices. She has presented and published researches locally and internationally.

Agnes M. Reonal is an Instructor of the College of Education and Integrated

Laboratory School High School Department. She teaches English courses for Grades 7 and 8, and Professional Education courses at the college level.


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Lara Kim Q. Remolacio is a Research Assistant of the Research and Development Center, Bicol University.

10. References Bercasio, R, Llenaresas, H. & Cabrillas, Z. (2014). Integration of Mother Tongue-Based Multilingual Education in the Teacher Education Program in Bicol University, Philippines. Rangsit Journal of Educational Studies, 2(2), 1-17. Bird, P., Forsyth, R. & Whitton, N. (2012). Supporting responsive curricula: Final evaluation report. UK: Manchester Metropolitan University. (Online). http://www.jisc.ac.uk/media/documents/programmes/curriculumdesign/SRC_Final_Evaluation_Report.pdf. June 25, 2016.

Broad, K. & Evans, M. (2006). A Review of literature on professional development content and delivery modes for experienced teachers. Toronto: Ontario Institute for Studies in Education, University of Toronto. (Online). http://www.oise.utoronto.ca/ite/UserFiles/File/AReviewofLiteratureonPD.pdf. April 1, 2016.

Cervetti, G., Kulikowich, J., & Bravo, M. (2015). The effects of educative curriculum materials on teachers’ – Use of instructional strategies for English language learners in science and on student learning. Contemporary Educational Psychology, 40, 86–98.

Commission on Higher Education Memorandum Order No. 30. (2004). Revised policies and standards for undergraduate teacher education curriculum. (Online). http://www.ched.gov.ph//wp-content/uploads/2013/07/CMO-No.30-s2004.pdf. June 25, 2016.

Department of Education. (2009). Institutionalizing Mother Tongue-Based Multilingual Education (MLE). (Online). http://www.deped.gov.ph/orders/do-74-s-2009. June 25, 2016.

Darling-Hammond, I., Chung Wei, R., & Johnson, C. M. (2009). Teacher preparation and teacher learning: A changing policy landscape. Stanford University, In Gary Sykes: Barbara Schneider, David N. Plank (Eds), Handbook of education policy research. New York: Routledge.

Hightower, A., Delgado, R., Lloyd, S., Wittenstein, R., Sellers, K., & Swanson, C. (2011). Improving student learning by supporting quality teaching: Key issues, effective strategies. Maryland: Editorial Projects in Education, Inc. (Online). http://www.edweek.org/media/eperc_qualityteaching_12.11.pdf. April 1, 2016.


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Karagöza, Ö. & Saka, A. (2015). Development of Teacher Guidance Materials Based on 7E Learning Method In Virtual Laboratory Environment. Procedia - Social and Behavioral Sciences, 191(2015), 810 - 827. (Online). http://www.sciencedirect.com/science/article/pii/S1877042815027846. June 25, 2016.

Kirkgoz, Y. (2009). The challenge of developing and maintaining curriculum innovation at higher education. Procedia Social and Behavioral Sciences, 1(1), 73-78. (Online). http://www.sciencedirect.com/science/article/pii/S1877042809000160. June 25, 2016.

Lamie, J. M. (2004). Presenting a model of change. Language Teaching Research, 8(2), 115-142.

Levine, A. (2006). Educating school teachers. Washington, DC: Education Schools Project. (Online). http://www.edschools.org/pdf/Educating_Teachers_Exec_Summ.pdf

Newton, X., Poon, R., Nunes, N., & Stone, E. (2012). Research on teacher education programs: Logic model approach. Evaluation and Program Planning, 36(2013), 88-96. (Online). http://fulltext.study/preview/pdf/319442.pdf

Nolasco, R. (n.d.). 21 Reasons why filipino children learn better while using their mother tongue: A PRIMER on mother tongue-based multilingual education (MLE) & others issues on language and learning in the Philippines. Language and Learning in Philippines: A Primer on MLE. (Online). https://mlephil.wordpress.com/tag/ricardo-nolasco/. June 25, 2016.

Nunan, D. (1999). Research methods in language learning. Eight printing. Cambridge: CUP. (Online). http://www.sciencedirect.com.

Ocampo, D., Diaz L., Padilla P., Vilabar L., Villanueva V., Maca M., Fontanos P., Villanuev L., & Ruda, R. (2012). The Philippine Roadmap to Multiliteracy. Paper Presented during the National Trainers’ Training for Grade 7 Teachers on April 29-May 3, 2012 at Philippine Normal University, Manila. (Online). http://www.slideshare.net/dina.ocampo/the-roadmap-to-philippine-multiliteracy. April 2, 2016.

Oakes, J. & Lipton, M. (2003). Teaching to Change the World. New York: McGraw-Hill.

Republic Act No.10533. “An act enhancing the Philippine basic education system by Strengthening its curriculum and increasing the number of years for basic education, appropriating funds therefor and for other purposes.” Republic of the Philippines, Congress in the Philippines, Metro Manila, 15th Congress (Third Regular Session), May 13, 2013. (Online). http://www.gov.ph/2013/05/15/republic-act-no-10533. April 2, 2016.


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Rivkin, S.G., Hanushek, E.A., & Kain, J.F. (2005). Teachers, schools, and academic achievement. Econometrica, 73(2) 417-458. (Online). http://www.econ.ucsb.edu/~jon/Econ230C/HanushekRivkin.pdf. May 9, 2016.

Rockoff, J. (2004). The Impact of individual teachers on student achievement: Evidence from panel data. Proceedings of the One Hundred Sixteenth Annual Meeting of the American Economic Association San Diego, CA, 94(2), 247-252. (Online). https://www0.gsb.columbia.edu/faculty/jrockoff/rockoff_teachers_march_04.pdf. June 1, 2016.

Sanders, W.L., & Rivers, J. C. (1996). Cumulative and residual effects of teachers on future academic achievement. Knoxville, TN: University of Tennessee Value-Added Research and Assessment Center. (Online). http://www.cgp.upenn.edu/pdf/Sanders_Rivers-TVASS_teacher%20effects.pdf. July 5, 2016.

Walter, S. & Dekker, D. (2011). Mother tongue instruction in Lubuagan: A case study from the Philippines. In publication

Wright, S. P., Horn, S. P., & Sanders, W. L. (1997). Teacher and classroom context effects on student achievement: Implications for teacher evaluation. Journal of Personnel Evaluation in Education, 11, 57-67. (Online). http://bulldogcia.com/Documents/Articles/Wright_Horn_Sanders_1997.pdf. July 1, 2016. UNESCO. (2003). Education in a multilingual world. (Online). http://unesdoc.unesco.org/images/0012/001297/129728e.pdf. June 1, 2016.

UNESCO. (1992). The Declaration on the Rights of Persons belonging to National or Ethnic, Religious and Linguistic Minorities. (Online). http://www.ohchr.org/EN/Issues/Minorities/Pages/MinoritiesGuide.aspx. June 1, 2016.


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The English Reading Project to Enhance Reading Comprehension and Collaborative Learning for Grade 11 Students at a High School in Bangkok

Parita Chitchuen1 [email protected]

Ubon Sanpatchayapong2

[email protected] Faculty of Education, Rangsit University, Thailand

Abstract This qualitative case study aimed to explore how the English reading project enhanced 14 students’ reading comprehension and collaborative learning in a high school setting. Two research questions were: (1) in what ways did project-based learning enhance Grade 11 students’ reading comprehension?; and (2) in what ways did it create collaborative learning? Obtained data included (1) interviews with students, (2) teacher’s journals, (3) student learning logs and (4) story-retelling activities; all data were analyzed by content analysis. Findings on the students’ reading comprehension were derived from four learning techniques: using dictionaries to look up for the meaning of unfamiliar words, using speed reading techniques to comprehend the stories, using contextual clues to trace meanings from unknown words, and retelling the stories in their own words. In terms of collaborative learning, the obtained data showed four collaborative learning strategies: (1) co-decision making, (2) sharing work and responsibilities with their pair and classmates, (3) solving problems with their peers, and (4) learning how to work with other people. In addition, project work helped students use and develop thinking skills and familiarize themselves with the Internet to search for more information based on their reading passages. The students managed their time well. Working closely together established a strong tie with their partner and classmates. Project-based learning also created a bilingual atmosphere and encouraged weak students to communicate with one another more comfortably. Keywords: project-based approaches, the English reading projects, reading comprehension, Collaborative learning, grade 11 students 1. Introduction Reading has been widely recognized as vitally important for English as Foreign Language (EFL) learners to master (Cochran, 1993). Good reading skills could help EFL learners achieve success not only in English learning but also in other content-based classes where English reading proficiency is required, particularly in the fields of business, medicine, engineering, and communication technology. Reading has played a crucial role in overall development in language skills and even in academic success for decades, as learners are to expand their knowledge of cultures and the world (Cochran, 1993). People read for many reasons but understanding is important because without understanding, reading is nothing more than tracking symbols on a page and does not provide the reader with any information (Wells, 2016). In addition, there have been a number of research findings that


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support reading comprehension as meaningful and systematic learning experience (Allen and Stoller, 2005, Fried-Booth, 2010; Ribe and Vidal, 1993, and Sanpatchayapong, 2010).

As for project-based learning (PBL), Fried-Booth (2010) pointed out that PBL was particularly relevant to English language teaching and learning for its capacity in bridging “classroom” with “real life” English. Bell (2010: 39) asserted that “PBL is a student driven method of instruction that allows students to learn through inquiry while collaborating with their peers and creating projects to demonstrate their learning. Student involvement and choice are essential elements of PBL. In contrast to traditional methods of instruction, PBL teachers become facilitators of student learning “as they guide students through the learning process.”

In Thailand, teaching English has aimed at developing four language skills—reading,

listening, speaking, and writing—for communication. Of the four skills, reading is in priority for learners to understand academic, economic, social and cultural information via various communication channels. Language skills development could be supported by project-based reading (Koralek & Collins, 1997). In particular, the Office of Education Council Thailand (2004) recommended learning through project-based activities to encourage students’ expressions in real or close-to-real situations. Students could learn from their own problem selection, together with their peers in group work. In so doing, students could choose the type of project, plan, and carry out their project, followed by their work-end product presentation, reflecting their own application of acquired knowledge and skills. After completing their project, students could see for themselves their productive skill outcomes.

Collaboration usually occurs when students work together in a group to share their

experiences or beliefs to construct new knowledge by following given guidelines (Littlewood, 2000). Collaboration is also a way of working with other people in which responsibility and respect for group members are shared (Panitz, 2013). A peer’s opinion is observed and students learn to construct their knowledge of the basis of such opinions (Young, 2010). Therefore, students not only learn language through group work but also interact and accept different ideas from their peers. In effect, the process of learning exists in the form of interaction with peers and teachers to collaborate and engage themselves in group work. Hirvela (1999: 7) highlighted this notion in EFL instruction that “when the students are asked to do the task in pairs or groups, their performance and their learning are getting better than working alone.”

2. Background of the Study 2.1 Meaning and benefits of project-based learning Project-based learning has become a focus of interest among researcher, language teachers and practitioners since the eighties (Alan & Stoller, 2005; Fried-Booth, 1982, 1986; Haines, 1989; Legutke, 1984, 1985; Papandreou, 1994; Sheppard & Stroller, 1995; Stoller, 1997; Tessema, 2005; Tomei at al., 1999). The term “project” used in EFL contexts was first proposed by Fried-Booth (1986: 8), indicating that language tasks arise naturally from the


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project itself, “developing cumulatively in response to a basic objective, namely, the project”. Haines (1989) elaborated project work as involving multi-skill activities which focus on a theme of interest rather than specific language tasks. Stoller (1997) suggested project-based learning as a natural extension of fully integrated language and content learning, making it a viable option in a variety of instructional settings including general English (GE), English for academic purposes (EAP), English for specific purposes (ESP), and English for occupational/vocational/professional purposes (EOP/EOV/EOP). According to Hedge (2002), projects are extended tasks which usually integrate language skills by means of a number of activities. These activities support working toward the learning goal and may include the following: (1) planning, (2) gathering of information through reading, listening, interviewing, and observing, (3) group discussion of the information, (4) problem solving, (5) oral and written reporting, and (6) display. Dechakup (2008) emphasized that project-based learning (PBL) is a project that follows a scientific method which enables students to think and design to work through a project. This idea was adopted by the Office of Education Council (2004) to encourage learners to do pair or group projects to experience real or close-to-real situations. In project-based learning, students learn by doing from their own problem selection. In collaborative learning, students choose the type of project, plan, and carry out the project and present the work-end product. After the project is done, students learn more and reap the benefit of learning and sharing knowledge. 2.2 Characteristics of project-based learning (PBL) The primary characteristics of project-based learning (PBL) were summarized by Stoller (1997). First, project-based learning (PBL) focuses on content learning through language learning. Second, it is student-centered with the teacher playing a role in offering support and guidance throughout the process. Third, it is cooperative rather than competitive; students can work on their own, in small groups, or as a class to complete a project. Fourth, it leads to the authentic integration of skills and processing of information from varied sources, mirroring real-life tasks. Fifth, it culminates in an end product that can be shared with others. Finally, it is potentially motivating, stimulating, empowering, and challenging; students can build up confidence, self-esteem, and autonomy as well as improve their language skills, content learning, and cognitive abilities. The Ministry of Education Thailand (2001) stated two objectives of project-based learning (PBL): (1) to develop student’s learning by choosing a topic and methods on their own, and (2) to instill students’ collaborative principles to real life by earning knowledge in class in preparation for real-life situations. They are guided to see how academic work can connect to real-life issues. The characteristics of project-based learning can be briefed as involving both individual and collaborative work for learners to explore real-world problems and create presentations to share what they have learned. Compared to traditional learning from textbooks, this approach has benefits for students in (1) acquired deeper knowledge of


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subject matters, (2) increased self-direction and motivation, and (3) improved research and problem-solving skills.

2.3 The issue under study Based on the literature given in the Introduction, the project-based learning approach

represented a good teaching method useful in supporting student-centeredness, collaboration and networking. Considering students’ EFL backgrounds and their moderate reading scores, the researcher-authors would like to use project-based learning to enhance students’ reading comprehension.

It was reported by the Ministry of Education (1997) that quality assurance evaluation

results as pointing to low-level English skills of secondary Thai students, especially reading skills, were caused by lack of active learning. Such a point was emphasized by Lavender (2013) that Thai students do not like to learn English because they find it boring, and they do not use English in their daily life.

In 2014, the final exam scores of the students under study were low--a little higher

than the passing criteria or 50% in the reading comprehension section. The expected criterion of the reading test was set at 80% performance. The Head of the EFL Department called a meeting and discussed a possible remedy with the use of project-based learning. It was also noted that the students lacked reading skills outside the classroom. With limited vocabulary, the students did not like reading because they found it not only difficult but also boring. In this regard, project-based learning should be trialed with these students in grade 11 to boost learning motivation as well as provide learning activities for them to communication in real-life situations.

Based on the mentioned problems, the researcher-authors felt the need to explore how

to support secondary school students, particularly in their reading skills development as a platform for speaking and writing skills. The researcher-authors therefore initiated a reading project to enhance student reading comprehension. This study will report the reading project and its effects as perceived by the participating students after going through learning activities and group work in the project.

3. Research Objectives

The objectives of this study were: (1) to explore ways that project-based learning enhances grade 11 students’ reading comprehension and (2) to report on how project-based learning supports collaborative learning in this study. 4. Research Methodology 4.1 Case Study approach

This research was a case study using qualitative data. A case study approach provided real-life situations and a wealth of details to give contextual knowledge of the experience of the students attempting to improve their reading skills. This approach was also appropriate for this research because it used multiple forms of data collection, allowed for the study a


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thorough analysis of numerous data, and provided an in-depth understanding of effectiveness of the project work.

Justification of the case study approach was exemplified by the work of two earlier

researchers. Creswell (2007) stated that case studies were descriptive, particularistic, and heuristic in design because of their focus on people, events, programs that required explicit details in order to understand the phenomenon. Yin (2009) also pointed out that a worthwhile case study was rigorous because it was useful, contained long-term observations of participants, utilized member checks, triangulated data, employed coding checks, was contextually complete, and related all data to the research questions. 4.2 Ten steps of project-based learning

Using a project-based learning method to enhance students’ reading outcomes, the researcher-authors adopted ten steps after Ribe & Vidal (1993). In working on those guiding steps, the author-researchers studied the learning standards and indicators of the Basic Education Core Curriculum Thailand version 2008 and used the prescribed outcomes for Grade 11 graduates. Before starting the project, the author-researchers interviewed students to get information about their background on project work and limit the scope of the case study. The length of the project was in eight weeks (two hours a week) with the total of sixteen hours as shown in Table 1.

Table 1: The ten steps of project work after Ribe & Vidal (1993) Hours 1-2

STEP 1: Creating a class atmosphere

Data collection: Teacher’s journal and learning logs

Hours 3

STEP 2: Getting the class interested


Hours 4

STEP 3: Selecting the topic


Hours 5-6

STEP 4: Creating a general outline of the project


Hours 7-10

STEP 5: Doing basic research around the topic


Hours 11

STEP 6: Reporting to the class

Data collection: Teacher’s journal, learning logs


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Hours 12

STEP 7: Processing feedback


Hours 13

STEP 8: Putting it all together

Data collection: Teacher’s journal, learning logs

Hours 14-15

STEP 9: Presenting the project

Data collection: Teacher’s journal, learning logs, story-retelling evaluation forms

Hours 16

STEP 10: Assessing and evaluating the project

Data collection: Teacher’s journal, learning logs, post interviews

4.3 Participants

The participants of this study were fourteen Grade 11 Thai students in a high school in Bangkok. The size of the participants in a case study was determined by availability (Yin, 2009) in that the criterion for specific sample size for a case study was irrelevant. The subjects were 5 males and 9 females, age 16-17. They selected their partner as preferred in seven pairs. The participants’ individual profiles were kept by their project title.

4.4 Research instruments

They were four instruments in the study: (1) a set of interview questions for student responses, (2) teacher’s journal, (3) student learning logs and (4) story-retelling. Table 2: the link between the research questions and data collection method

Research Questions Type of research instruments 1. In what way did project-based learning enhance Grade 11 student comprehension in this study?

1. Teacher’s journal 2. Pre- and post-interviews 3. Student learning logs 4. Story-retelling

2. In what way did project-based learning support collaborative learning?

1. Teacher’s journal 2. Pre- and post-interviews 3. Student learning logs


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5. Data Collection Four sets of data were collected in the study: a teacher’s journal, pre- and post-

interviews, students’ learning logs and a story re-telling evaluation form.

5.1 Teacher’s journals Teacher’s journal contained the ten-step process of project-based teaching and learning in English classes. The objective was to record happenings in class for critical refection of the researcher-authors on classroom management, such as comments and exchanged ideas between the students and the researcher-authors. Such a journal was to note students’ interactions, attitudes and problems in each class. In addition, it was to keep track of the teacher’s thinking, give space to generate teaching ideas, work out pedagogical problems, reflect on teaching successes and struggles in the classroom, and put past insights to work in planning future courses (Platt, 2011). 5.2 Pre- and Post-interviews

Two interviews were conducted with each participant in the study. According to Bernard (2006) semi-structured interviews can be prepared ahead of time. Preparation allows the interviewer to be ready and competent during the interview. Informants have freedom to express their views in their own terms. Semi-structured interviews can provide reliable, comparable qualitative data.

The researchers conducted the pre- and post-interviews with individual students, 15

minutes each. The pre-interview was conducted in the first week of the study, and the post-interview was done after the participants’ story re-telling presentation or at the end of the study. 5.3 Students learning logs

The researchers used a learning log to collect data as researcher-teachers. The learning log was structured after de Bono (1993) in his CoRt thinking program which, since then, has become one of creative thinking strategies available to language learners. In the classroom, students used a code called PMI to give their opinion on learning. PMI stands for three meanings: ‘P’ or ‘PLUS’ for something in the progress of learning that students find beneficial, ‘M’ for what they do not value, and ‘I’ for what interests them (de Bono, 1994).

The learning log was used to (1) ascertain students’ different points of view toward

each stage, (2) compare students’ viewpoints with what the teachers put in their journal to see in particular how students perceive their teachers’ role and their own. The number of all learning logs was for eight weeks throughout the project’s duration.

5.4 Story-retelling evaluation rubric Story-retelling was performed by the participants and evaluation was made by the

researchers. The purpose was to capture the participants’ understanding of their stories when making their final oral presentations as the last step. It also aimed to check students’ reading comprehension. Evaluation of reading elements scored 0 to 2.


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6. Data Analysis 6.1 Teachers’ journals

Data analysis in the study was an on-going process done in each step of the project. In the first stage, the researchers put journal into an observational framework after Charttakul (2009), Klanrit (2005), and Pickford (2006). The journal-observation form contained five columns according to roles and purposes of data analysis: (1) the step of project-based teaching and learning as well as time duration, (2) teacher’s actions, (3) participants’ actions, (4) whole class’ action, and 5) notes or remarks. Then data in columns 2 to 5 were categorized and coded on the basis of grounded theory and techniques: open, axial, and selective coding procedures, after Strauss and Corbin (1998).

6.2 Pre- and post-interviews

Two interviews per student were all analyzed with the use of the same procedures as in the teachers’ journals.

6.3 Students’ learning logs All entries of students’ learning logs were analyzed in the same way as the teachers’ journals and the interviews. Then each log’s P or positive ideas, M or negative view and I, which represented students’ questions and suggestions, were compared within to see whether there was any influence of each step on their project work. These students’ data were also compared with the teachers’ journals to examine a gap in perceptions, if any, between the teachers and the students. Such analyzed data were expected to help the researchers find answers to the research objectives. 6.4 Story retelling and evaluation A rubric was created by the researchers to assess story re-telling by the participants. There are three rubric scales focusing on comprehension elements, such as story elements, details, inferences, predictions and conclusions. These rubric scales varied from 0 to 2:0 for limited comprehension, 1 for partial comprehension, and 2 for full comprehension. Story re-telling was to provide an opportunity for students to process their reading comprehension by organizing and explaining it to others. 7. Results and Discussion This section reports results of the study in response to two research objectives on how project-based learning enhanced grade 11 students’ reading comprehension and how project-based learning supported collaborative learning in this study. Discussion of results refers to major references in the same areas under study or issues concerned. Some examples of the students’ responses on enhanced reading comprehension and collaborative learning are given in Appendix A. 7.1 Project-based learning enhanced grade 11 students’ reading comprehension The students’ reading comprehension was in fourfold in project-based learning. First they used dictionaries to look up meanings for some unfamiliar words in the reading texts. Then they used a speed reading technique to comprehend reading texts as well as look for the main idea and supporting details.They paid attention to context clues to guess meanings


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of the words new and unknown to them. The last stage was for them to retell the stories in their own words. The story re-telling reflected their comprehension of the given stories.

The results showed that all students were able to re-tell their stories in their own words with good understanding on the rubric scale 2 for full comprehension, as reflected in their positive attitude toward project-based learning (see Appendix for the students’ comments). Their degree of opinion toward reading comprehension by the reading project was positive (Fried-Booth, 2010). Fourteen students were interviewed and acknowledged that project work substantially improved their reading comprehension (see Appendix for the students’ comments). They learned a lot of new words. Students’ reflection on project-based learning showed that they were in favor of multi-strategies (Haines, 1989; Hedge 2002), and cooperative learning (Stoller, 1997; Bell, 2010).They asserted that they gained and developed their critical thinking skills (Ribe & Vidal, 1993; Dechakup (2008), such as making a decision, giving suggestion and explaining their viewpoints. 7.2 Project-based learning supported collaborative learning The obtained data showed four aspects of collaborative learning: (1) co-decision making, (2) sharing work and responsibilities with their pair and classmates, (3) solving problems with their peers, and (4) learning how to work with other people. The participating students went through ten steps to enhance their reading comprehension as well as collaborative learning. To them, project-based learning enabled them to work with their partner to comprehend the assigned reading texts. It should be noted that these stages helped create a bilingual atmosphere during the project when the participants communicated with each other in both Thai and English. They were engaged in the topic of their interest and were pleased with their preferred partner, thus motivating them to work well. Project work also helped students acquire more words in their own effort to comprehend the given stories. They had ample opportunities to further develop thinking skills in decision-making and planning. It was interesting for the researchers to witness their enthusiasm in using the Internet to help them comprehend their reading and make a good presentation. Some students watched videos on YouTube to learn about how to give a good presentation as well. The findings showed that collaborative learning or working together to solve problems and complete projects was beneficial to students (Littlewood, 2000; Panitz, 2013). In the process of project-based learning, students were able to develop collaborative and interpersonal skills (Hirvela, 1999). In the study, project work supported relationship among peers in the classroom (Young, 2010). It was apparent that the students performed various language functions when communicating with each other, like asking for clarification, brainstorming for a relevant topic, giving opinions, refusing, and negotiating for a practical solution to the discussed issues or problem. Activities in ten steps of project work, like pair work, group discussion, expressing viewpoints, reporting decision made, and rehearsing a presentation, and the presentation-all provided for the students opportunities to interact and communicate.


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8. Conclusion The study demonstrated how project work enhanced reading comprehension of the students in grade 11 at a high school in Bangkok. The participating students in the study were engaged in project based-learning in ten steps. The project provided for the students with project-learning strategies that can be transferred to other types of reading—be it narrative or expository. The learning process motivated the students to work with their preferred partner toward the target level of reading comprehension. The students proved for themselves that collaboration enabled them to understand the assigned story. The researchers noted that the starting point of project-based learning could appear somewhat chaotic when the students tried to familiarize themselves with the new learning mode. The teacher should give more practice time for each step in order to provide them with opportunities to further explore. As time passed, the students gradually felt in control with the subsequent stages of learning. By the end of project work with their presentation, the students experienced a sense of achievement in delivering their work to the whole class. Such a learning experience was to motivate them to perform better in their next language learning tasks. As for teachers who may want to try project work with reading skill development, they should take into consideration the group size of students. A small group size would be easier to manage; however, a typical large group size of 40 students in Thailand could be a great challenge for teachers who may consider pair or team teaching to facilitate project work management. In other words, project-based learning is not beyond reach for teachers who want to try a new challenge that can yield positive learning outcomes of students in their specific teaching context. 9. Acknowledgements The authors would like to thank the subjects for their participation in project-based learning and their time given for the pre-and post-interviews. A special thank is for the School Director for permitting grade 11 students to participate in the study. 10. The Authors Parita Chitchuen, M.Ed. in Curriculum and Instruction (Rangsit University, Thailand). She is teaching at an English high school in Angthong Province, Central Thailand. Ubon Sanpatchayapong, D. Ed was ThaiTESOL 20th President. She got her doctoral degree in TESOL from the University of Melbourne, Australia. Her teaching experience has been with Mahidol University and Rangsit University, respectively. At present, she is on the Advisory Board of Thailand TESOL and Deputy Director for Administration at Rangsit English Language Institute (RELI). 11. References Alan, B., & Stoller, F. L. (2005). Maximizing the Benefits of Project Work in Foreign Language Classroom. Forum 43(4), 10-21.


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Bell, S. (2010). Project-Based Learning for the 21st Century: Skills for the Future. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83(2). (Online). http://www.tandfonline.com/doi/pdf/10.1080/00098650903505415#.V4ngkPl97IU. April 12, 2016. Bernard, R. (2006). Research Methods in Cultural Anthropology. (4th ed.). Newbury Park, CA: AltaMira Press. Charttrakul, K. (2009). An Implementation of a Collaborative Internet-based Project for Thai EFLStudents. Unpublished D. Ed., the University of Melbourne, Melbourne. Cochran-Smith, M., & Lytle, S. L. (1993). Inside/Outside: Teacher Research and Knowledge. New York, NY: Teachers College Press. Creswell, J. W. (2007). Qualitative Inquiry and Research Design: Choosing among Five Approaches. (2nd ed.). Thousand Oakes, CA: Sage Publications, Inc. De Bono, E. (1994). De Bono’s Thinking Course: Revised Edition. NY: Facts on File, Inc. Dechakup, P. (2008). Teaching Thinking Skills via Project Work: Integrated Teaching and Learning. (2nd ed.). Bangkok: Chulalongkorn University Publishing Press. Fried-Booth, D. L. (2010). Project Work. (10th ed.). Oxford: Oxford University Press. Haines, S. (1989). Projects for the EFL Classroom: Resource Material for Teachers. Walton-on-Thames Surrey, UK: Nelson. Hedge, T. (2002). Teaching and Learning in the Language Classroom. Shanghai: Shanghai Foreign Language Education Press. Hirvela, A. (1999). Collaborative Writing Instruction and Communities of Readers and Writers, TESOL Journal, 8(2), 7-12. Klanrit, P. (2005). Communicative Activities for Developing English Speaking Proficiency in Thailand. Unpublished TESOL, the University of Melbourne, Melbourne. Koralek, D. & Collins, R. (1997). How Most Children Learn To Read. On the Road to Reading: A Guide for Community Partners. (Online). http://files.eric.ed.gov/fulltext/ED417017.pdf, April 20, 2016. Lavender, Zatie. (2013). A study on problems faced by Thai students in learning English in Unisza, Malaysia Doctoral Dissertation. Retrieved from Scribd Database. Littlewood, W. (2000). Collaborative English Language Learning: Method and Conditions for Success, PASAA, 30, 1-16.


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Legutke, M. (1984). Project airport: Part 1. Modern English Teacher, 11(4), 10-14. Legutke, M. (1985). Project airport: Part 2. Modern English Teacher, 12(1), 28-31. Panitz, T. (2003). Collaborative Versus Cooperative Learning- A Comparison of the Two Concepts Which Will Help Us Understand the Underlying Nature of Interactive Learning. (Online). Available: http://home.capecod.net/~tpanitz/tedsarticles/ coopdefinition.htm, April 20, 2016. Papandreou, A. (1994). An application of the projects approach to EFL. English Teaching Forum, 32(3), 41-42. Pickford, S. (2006). Action Research in EFL Classroom, Proceedings of The classroom-based Research for Cooperative Regional Development of English Education, November 22-24, 2006. Wilailak University. Nakhon Si Thammarat, Thailand. Ribe, R. & Vidal, N, (1993). Project Work: Step by Step. Oxford: Heinemann. Sheppard, K. & Stroller, F. L. (1995). Guidelines for the Integration of Students Projects into ESP Classrooms. English Teaching Forum, 33(2), 10-15. Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. (2nd ed.). Thousand Oaks, CA: Sage Publications, Inc. Stoller, F. L. (1997). Project work: A Means to Promote Language Content. English Teaching Forum, 35(4), 2. Tessema, K. A. (2005). Stimulating Writing through Project-based Tasks. English Teaching Forum, 43(4), 11. Ministry of Education. (2001). A Handbook for the Foreign Language Department. Bangkok: Kurusapa Printing. Office of Education Council. (2004). The Theories to Develop Thinking Process. Bangkok: Chulalongkorn University Press. Tomei, J., Glick, C. & Holst, M. (1999). Project Work in the Japanese University Classroom. The Language Teacher, 23(3), 5-8. Young, M.F. (2010). Collaborative Writing Feature. RELC Journal, 41(1), 18-30. Wells, C. (2016). Motivational Techniques for Improving Reading Comprehension Among Innercity High School Students. (Online). http://www.yale.edu/ynhti/curriculum/units/1980/4/80.04.06.x.html, April 25, 2016.


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Yin, R. K. (2009). Case study research: Design and methods. (4th ed.). Thousand Oaks, CA: Sage Publications. 13. Appendix: Examples of the students’ responses on reading comprehension and collaborative learning Student 1: “I used a dictionary to look up the words I did not know. I also used a dictionary to check the spelling of a word when I wanted to rewrite my story. I think using dictionary is very helpful; to understand the story.” Student 2: “I find the meaning of the words I did not know from dictionary. I usually used an online dictionary. Well, I rarely used a print dictionary. I think both types are good. But it is easier and faster for me to use an online dictionary. I can find out how to say a word just by one click. I think using a dictionary really helped me with my reading comprehension.” Student 3: “Using a dictionary helped me going through this process. I looked up for the words I did not know from dictionary and tried to understand the story. I asked my teacher when I did not understand something.” Student 4: “I understand the story much better after I learned how to use a dictionary. I asked the teacher when I did not understand. I wish there would be more time on doing project because I have a lot of homework.” Student 5: “I was able to understand a story more and was able to understand the sequence of the story. I read fast by using a speed reading technique. I think once you kind of understand the structure of writing narrative story, it helped you guess how the story could start and end.” Student 6: “I understood the story better since I used a speeding reading. I was able to understand the whole passage better than I did before.” Student 7: “I am better at understanding my story since I applied a speed reading technique order. I could look at my passage and kind of understood the sequence of the story I read.” Student 8: “I understood the story better since I knew the structure of the text. I was able to find the narrative elements like plot, setting, characters, theme, etc. I think a speed reading technique really helped me understand my story better.” Student 9: “Knowing narrative elements is helpful for my reading because I could apply it to use on my reading. I tried to find narrative elements in my own story by a speed reading technique. It helped me understand the story better.” Student 10: “I learned that difficult or uncommon words may be followed by information to help discern the meaning. I applied context clues strategies to help me comprehend my


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own stories. When I did not understand a word, I tried to use context clues instead of looking up on dictionaries.” Student 11: “In this project we had to plan and do everything by ourselves. We made a choice and did things step by step. We must manage our time to work on the project.” Student 12: “We planned things and managed our time together. We met the free time to work together on reading. I have a part-time job. Sometimes it was difficult for me to find time to work with my peer.” Student 13: “I think it is difficult to do a project work. We must learn and understand what we are going to do step by step. But I think working in project work has us work together in a team and have good friendship. We managed time so that we can get effective results.” Student 14:“We are done with the reading. Now we are planning how to present our story to the class. I think this is hard to rewrite the story by myself. It is difficult. After my classmates talked about how to make a good presentation, I want to do that too. Maybe I can add music or pictures on my presentation. I think this project work has taught us to manage time in an effective way.”


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Effects of the Flipped Classroom Instruction on Language Accuracy and Learning Environment: A Case Study of Thai EFL Upper-Secondary School Students

Thanachok Thaichay1

Demonstration School of Thepsatri Rajabhat University, Thailand. [email protected]

Pragasit Sitthitikul2

Language Institute, Thammasat University, Thailand. [email protected]

Abstract The study investigated the effects of flipped classroom instruction on language accuracy and active learning environment. Twenty-six Thai students in an upper-secondary demonstration school in the central area, participated in the study on a voluntary basis. Three research questions were: (1) Can the flipped classroom help to improve students’ English language accuracy in the EFL classroom?; (2) Does the flipped classroom promote an active learning environment in teaching English grammar?; and (3) What are students’ opinions of the Flipped Classroom? There were six research instruments: (1) a set of flipped classroom lesson plans, (2) a pre-test, (3) a post-test, (4) a questionnaire, (5) reflective journals, and (6) focus group discussion. Data collection was done in the second semester of Academic Year 2014. Data analysis was by SPSS for analyzing quantitative data; coding and content analysis were for analyzing qualitative data. The major findings revealed a statistically significant difference in the participants’ improved language accuracy, and their positive attitude toward flipped classroom instruction, particularly in the part of active learning.

Keywords: flipped classroom instruction, active learning environment, language accuracy, grammar teaching 1. Background of the study Thai students’ English limitations have been recognized by researchers and language practitioners in Thailand, as seen in their performance on the National Test or O-Net averaged scores consistently lower than 50% (Council of Education, 2016). There have been numerous suggestions from language specialists on how to overcome language limitation by encouraging students to move from being passive to active learners to meet the goal of the national curriculum. The National Curriculum emphasizes development of students’ knowledge, social responsibility, personal capability, critical thinking, technology, communication skills and ethics. The Curriculum highlights a learner-centered culture, the learning process and performance-based assessment. Curriculum developers put it clear that learners are to communicate well in their first language Thai and English as a current language of wide communication. In this regard, language teachers and practitioners are to pay attention to


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culture, communication, connection and communities in language teaching; they are also to observe learning standards for language skills to be mastered at specific levels. The learner-centered mode of teaching requires teachers to shift from their traditional teaching method to communicative language teaching to develop and support students’ language performance. As for language learning and instruction, Wongsothorn, Hiranburana & Chinnawongs (2002) suggested that the educational system should allow students to learn collaboratively and develop critical thinking skills, and the use of English should be adopted for business and technology in Thailand. Thai students need to be taught not only the content of language but also its culture for students to be able to make a comparison between Thai culture and that of the target language, which is English. Thai students need to be able to use English in a receptive and productive context. Chitsawang (2006) reported factors that influence lack of success in English language teaching and learning in Thailand caused by students’ low motivation in learning English in the context of traditional teaching methods. Students, especially those in the rural area, rarely have opportunities to use English outside the classroom in real life situations. Worse still, quite a few teachers were reported as not competent in teaching for communication, thus resulting in grammar teaching and vocabulary for reading. Based on the reported limitations in teaching and learning English in Thailand, the researcher-authors would like to try the use of flipped classroom instruction as currently used in the United States. In particular, the researcher-authors would like to try this type of instruction to improve grammar teaching for accuracy in learners’ language use. It is important to understand flipped classroom instruction regarding its function to facilitate learners’ understanding of target contents or teaching points. Bermann and Sams ( 2012) gave their explanation of flipped learning that it occurs when the teacher’s lecture is delivered to students via video and any sources of information outside the classroom to facilitate learning. Class time is for active problem solving and one-to-one or small group tutoring with the teacher. Effectiveness of the teaching method appears to lie in its support for active learning by which students are able to express their opinions and communicate their intended meaning with confidence. 2. Literature Review The literature review section deals with grammar teaching in the context of English as a Foreign Language (EFL) and the use of flipped classroom for grammar instruction. 2.1 Grammar teaching in EFL context The situation of grammar teaching in EFL and ESL has shifted from acquisition of grammatical rules to language for communication. This change was agreed upon and supported by many linguists from 1972-1978, like Hymes, Halliday, Wilkins, and Widdowson, to name but the major ones. They argued that learning a language is not to master the structural rules but to develop the ability to use the language to communicate in


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real life situations. Since then, several approaches, under the theme of teaching grammar communicatively, have been developed in the field of language teaching. Communicative language teaching (CLT) was first introduced in the 1980s. Over the last thirty years, CLT has been developed by numerous language educators. They suggested CLT as a teaching method to help foster linguistic and sociolinguistic competence in students. The objectives of CLT are to avoid the disadvantages caused by the traditional teaching approach and to help improve students’ communication skills. Thompson (1996) stated that there are some misunderstandings about CLT, even though CLT is accepted by many educators and teachers as one of the most effective approaches among those currently used. The most continual and most harmful misconception is that CLT refers to teaching, listening and speaking more than teaching grammar. Thompson also asserted that whenever the students are first introduced to a foreign language in an understandable way, students will be able to comprehend the linguistic features and meanings. Azar ( 2007) investigated the role of grammar in second language teaching and learning. The researcher also claimed Grammar-Based Teaching (GBT) as an effective and widespread pedagogical practice. Effective language use by native and non-native English speakers was included in this study to illustrate basic perceptions of English grammar. The researcher suggested that an integration of communicative language teaching and grammar-based teaching should be used among lecturers and college students to support students to communicate with accuracy in language use. Li and Song ( 2007) conducted research to reconsider the function of traditional English grammar teaching and communicative language teaching. They suggested that these two teaching approaches should be used together, not in isolation. Language teachers should integrate them into English classrooms. 2.2. The definitions of flipped classroom The term flipped classroom or inverted classroom has become popular over a decade ( Strayer, 2007) . The flipped classroom emerged in the year 2000 and Nicolosi ( 2012) further elaborated that the flipped classroom model requires much more than a simple change of directions for instruction. The basic components of this method are a blend of direct instruction by the teacher with constructivist learning. Students are responsible for constructing their own knowledge and their own learning; the teacher functions as a facilitator of learning. Students engage themselves in their learning, and with supplied information via video or resource material, they will be able to catch up with given lessons. 2.3 Advantages and disadvantages of the flipped classroom A number of researchers conducted research on effectiveness of the flipped classroom. Their findings point to advantages of the method in that the teacher can spend more time with students with special needs. It creates opportunities for the teacher to contact learners’ family and community. Learners are facilitated by the teacher to access class contents more easily in a collaborative environment. Families are involved from the beginning of the learning process. Parents also learn about class contents. Children are


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encouraged to develop their autonomy and creativity and to learn by doing things in a real context. There is an increase in dialogues and shared ideas among students, teachers and experts. Access to videos and other online contents can be on any location. It emphasizes higher level thinking skills, resulting in a more challenging curriculum and individualized control over the lesson space. Varied instructional grouping makes it easier for students to learn from one another, do problem solving together and complement each other according to their skill level. ( Strayer, 2007; Basal, 2012; Strayer, 2012; Tucker, 2012; Bishop & Verleger, 1013; Johnson, 2013; Long, Logan, & Waugh, 2014). As for identified disadvantages, teachers have to work harder and have to be well prepared. There could be limitations in knowledge and resources for students’ learning or content processing. It requires effort and time from the teacher for lecture recording. The teacher needs differentiated planning for the integration of in-class and out-of–class elements. The teacher is to increase the use of technology or compatible equipment to create video lessons and students need to spend more time in front of a computer screen. 2.4 The implementation of the flipped classroom The flipped classroom literature reports various models for this type of instruction; there is no single model for it. The flipped classroom has an underlying idea that instruction should not be limited to class-time but should take place outside the classroom by using different media that are not just the pre-recorded lecture videos. Such varied approaches were reported in the work of Strayer (2007), Basal (2012), Strayer (2012), Tucker (2012), Bishop& Verleger (2013), Johnson (2013), and Long, Logan, & Waugh (2014), to name but the major ones. To them, the term flipped classroom is commonly used for any class in which videos are used as preparation resources combined with free class time. Pre-recorded videos can be used with class-time activities, and other elements of technology can be integrated into the learning process. The structure and parameters of the flipped classroom were reported in the work of Nicolosi (2012) and Bishop & Verleger (2013); they showed a breakdown of what students were expected to do, and how and where they would be doing it. Basal (2012) put the flipped classroom in two learning environments which are homework and class-time 1. Homework The flipped model for EFL instruction requires a range of possible tools available. These tools include video recording, commercial videos, screencasts or even reading materials (Nicolosi, 2012). To Bergman and Sams (2012), videos are not the only tool in the flipped classroom, and teachers should carefully consider appropriateness of selected videos for the desired learning outcome. They also suggested that teachers should record grammar lessons and conversation starters in order to use class-time effectively. 2. Classwork Teachers should use additional time to support students’ learning process (Nicolosi, 2012). Each class can start with a review for students’ understanding of a specific issue or


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teaching point. Then they are to work in group on the reviewed point to proceed with assigned learning material in given lessons. Teachers will check students’ understanding of the video lesson and students can ask questions for clarification on specific contents or discuss problems concerned. Their practice will get immediate feedback from their peers as well as teachers. It should be noted that assigned videos or materials should challenge discussion and communication, not simply understanding of the content. An evidence for discussion can be seen in the number of questions from students to the teacher and their peers, including their interactions in class. Eventually, class time can be used for experiential exercises, quizzes or a test, as seen appropriate by the teacher. (Nicolosi, 2012) emphasized that the teacher is to move around to different groups to listen to students’ personal and specific questions, and the teacher’s explanation can help students conceptualize the teaching-learning point in class interactions. From the literature on flipped classroom instruction, the researcher-authors of this paper highlighted the gist of this type of instruction for EFL grammar teaching in comparison with the traditional teaching approach, as shown in Table 1. Table 1: The Flipped Classroom for EFL grammar teaching Traditional classroom The flipped classroom At home Students are assigned

something to read Students watch video clips or

read some materials to get familiar with terms, phrases and grammatical points.

Students summarize the grammatical point explanations and prepare questions about the video clips.

Teacher prepares lecture.

Teacher provides condensed video clips or reading materials to the students.

Teacher prepares learning activities.

At school (beginning

of the class)

Students have limited information about what to expect.

Students have specific questions in mind to guide their learning.

Students ask questions about the contents on the previous night’s video.

Teacher makes general assumptions about what is helpful.

Teacher can anticipate where students need help.

Teacher answers students’ questions and explains the lesson in more detail for students who do not understand


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At school (during

the class)

Students try to follow along.

Students practice performing the skills they are expected to learn (writing, peer review, independent learning activities, group discussion, project, and group work).

Students do exercises or activities using technology: blogs, Google or language learning sites.

Teacher tries to get through all the material.

Teacher lectures on new content

Teacher assigns homework.

Teacher guides the process with feedback and mini-lectures.

Teacher acts as a facilitator. Teacher assigns new videos to

watch for the next class.

3. Research Questions Based on the researcher-authors’ interest in putting on trial flipped classroom for EFL grammar teaching, three research objectives were identified as research questions: 1. Can the flipped classroom help to improve students’ English language accuracy in the EFL classroom? 2. Does the flipped classroom promote an active learning environment in teaching English grammar? 3. What are students’ opinions of the flipped classroom? 4. Methodology 4.1 Participants The participants in the study were 26 Thai EFL students in grade 11 from an upper-secondary demonstration school in the central area. They were in the school’s gifted program in mathematics and science. Their participation was voluntary. Their English proficiency was at a rather low level or less than 50% of the expected performance in the previous semester. Their learning style was rather structured and was considered on the homogeneous side, as informally observed by the researchers in the semester prior to the trial of flipped classroom instruction. The researchers noted after Creswell & Cresswell, 2007 and Cresswell, 2008) that homogeneous subjects are used when the addressed research questions are specific, to enable a researcher to secure needed data without limitations in interpreting differences in subjects’ variables. 4.2 Research instruments and data collection The researcher-authors used six research instruments to collect data as follows: 1. Pre-test The pre-test contains 30 items on five grammatical points: (1) passive voice (2) subject-verb agreement (3) relative pronouns (4) participle used as adjective and (5) reported


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speech (see Appendix D). The students were informed of the objectives of the research. Then, the researchers administered the pre-test for 30 minutes in one normal English class. The results of the pre-test were kept as records for the study and were not revealed to the students after the testing time. 2. Lesson plans Ten flipped-classroom-instruction lesson plans were created for the students to cover ten weeks. The students were to finish each lesson by watching videos or reading the provided materials at home. They were required to summarize the concepts or contents from the videos or reading materials in their own notebook and generate questions about the videos or reading materials to discuss in the classroom. In class, the teacher activated students’ schemata or acquired concepts and provided time to answer their questions on grammatical points concerning previously given videos or reading materials. When students acknowledged their understanding of the grammatical points in question, the teacher guided them to do class activities. 3. Questionnaire In week nine, the students fully experienced the flipped environment and the lecture-homework environment. This was the time the researchers distributed a questionnaire for the students to complete in class. The questionnaire was to secure their opinions of flipped classroom instruction. The researcher kept all questionnaires completed by the students. 4. Reflective journal There were five grammatical points for the students to learn in the study: (1) passive voice (2) subject-verb agreement (3) relative pronouns (4) participle used as adjective and (5) reported speech. The students were asked to write a reflective journal after they finished learning each grammatical point and the researcher collected all reflective journals for data analysis. 5. Focus group discussion The researchers collected qualitative data after ( Creswell & Cresswell (2007) and Cresswell, 2008) to get a better understanding of the students’ problems with the grammatical points in the lessons or their reaction to flipped classroom instruction. The researchers had nine volunteering students for focus group discussion; the size of group discussion was after Litchman (2013) who recommended a group of 6-12 people for content sufficiency as well as a reasonable length of time for discussion--not to be too short or too long. The focus group discussion was conducted in the classroom while other students were asked to attend school activities in the school hall. 6. Post-test The post-test contains 30 items on five grammatical points: (1) passive voice (2) subject-verb agreement (3) relative pronouns (4) participle used as adjective and (5) reported speech (see Appendix D). The post-test was administered for 30 minutes in one normal English class in week 10 of the study.


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The obtained scores from the pre- and post-tests were compared to see whether the students were able to perform on five grammatical points with the use of flipped classroom instruction. The researchers then informed all participating students of their scores. 5. Data analysis 5.1 Pre-test and Post-test Twenty-six students’ scores on the pre- and post-tests on English grammar were calculated for comparison by mean scores and independent-sample t-test. The purpose was to find out whether the students’ scores changed for the better after their learning experience with flipped classroom instruction. 5.2 Questionnaire SPSS was used to analyze the quantitative data obtained from the questionnaire items on the rating scale by calculating their mean and standard deviation. 5.3 Open-ended questionnaire and the reflective journal Data obtained from the students’ responses to the open-ended questions and their reflective journals were coded and content-analyzed. Words carrying similar meanings were grouped together and represented by a code. Such coding was the same as coding answers in a survey; that is, summarizing responses into groups and reducing the number of different responses to make comparisons easier. 5.4 Focus group discussion Focus group discussion was conducted in a relaxing atmosphere in the students’ classroom. Data from focus group discussion were recorded and transcribed, followed by content analysis of word-coded answers. To give a clear picture of what was done in data collection and data analysis, the researcher-authors gave a summary in Table 2. Table 2: Summary of data collection and data analysis in the study

Research Questions Data sources Data analysis 1) Can the flipped classroom help to improve students’ English accuracy in the EFL classroom?

Pre and post-test t-Test, Mean, S.D.

2) Does the flipped classroom promote an active learning environment in English language teaching?

Questionnaire (item1-10) Reflective journal

Mean, S.D. content analysis

3) What are students’ opinions after learning by the flipped classroom?

Questionnaire (item1-10) Opened-ended question Reflective journal Focus Group Discussion

Mean, S.D. Transcribe Content analysis


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6. Results and discussion 6.1 Flipped classroom instruction and students’ improvement in English language accuracy To answer research question 1 on whether flipped classroom instruction can help to improve students’ English language accuracy in the EFL classroom, the researchers looked at the pre- and post-test scores on English grammar performed by 26 students. A comparison of mean scores was done by independent-sample t-test for statistically significant difference, if any. The result was shown in Table 3.

Table 3: Results on the improvement of students’ English accuracy before and after the use of flipped classroom instruction

Test Mean S.D. Pre-test 16.03 3.71

Post-test 21.65 2.96 p .00

Table 3 shows a statistical significant difference between the pre-test mean score and the post-test mean score at the 0. 00 level. ( p < . 0 5 ) The results revealed that flipped classroom instruction helped the students to improve their English language accuracy of five grammatical points.

6.2 Flipped classroom instruction in support of English grammar teaching 1. Responses to the questionnaire To answer research question 2 on whether flipped classroom instruction can promote an active learning environment in teaching English grammar, the researchers used response data from ten questionnaire items and the students’ reflective journals. The questionnaire results are shown in Table 4

Table.4: The students’ opinion on active learning by flipped classroom instruction Questions Items Mean S.D. Level

1. The flipped instruction allows me to prepare for my class in advance.

4.50 0.58 High

2. Through the screencasts/videos, I have enough time to understand the sentence structures.

4.62 0.57 Higher

3. I feel more confident to ask for clarifications after watching the screen casts.

4.50 0.65 High

4. I feel I am more in charge of my learning through the flipped instruction.

4.46 0.76 High

5. Learning English with the flipped classroom gives me greater opportunities to communicate with other students.

4.54 0.65 Higher

6. I regularly watch the video assignments. 4.38 0.75 High 7. I am more motivated to learn English by teaching and learning with flipped classroom.

4.38 0.75 High

8. I am involved in more than listening in the flipped classroom.

4.31 0.88 High

9. I am engaged in activities (e.g., reading discussing, writing)

4.35 0.85 High

10. I am involved in higher-order thinking (analysis, synthesis, evaluation)

4.42 0.70 High

Total 4.45 0.65 High


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Table 4 shows the students’ positive responses to ten questionnaire items in support of flipped classroom instruction as promoting an active learning environment in the classroom at a high level. It should be noted that four items carried relatively high ratings: items 1 and 3 as high, and items 2 and 5 as higher. Items 1 and 3 reflected students’ satisfaction with flipped classroom instruction in terms of preparation and opportunities to ask questions. Items 2 and 5 supported their active learning with the use of videos and opportunities to communicate with other students. 2. Responses in reflective journals After analyzing the reflective journal data, the researchers found that most students enjoyed learning by themselves through watching screencasts and videos before class and were able to repeat playing the videos as many times as needed for their full understanding. 6.3 Students’ opinions of flipped classroom instruction To answer research question 3 on the students’ opinions of flipped classroom instruction, the researchers used response data from questionnaire items 11-20 which rated the participants’ level of agreement upon the given statements. The results are shown in Table 5.

Table 5: Mean ( ) and Standard Deviation (S.D.) of the students’ opinions toward Flipped Classroom. Questions Items Mean S.D. Level

11. The flipped instruction made it easier for me to learn English.

4.50 0.58 High

12. My English accuracies are better as I have more time to apply the learning in class.

4.42 0.81 High

13. I feel more confident about my learning due to the flipped instruction.

4.35 0.75 High

14. I feel that the flipped instruction has helped me to improve my English.

4.35 0.75 High

15. I understand more when the teacher explains in class.

4.35 0.94 High

16. I like to do homework in class to get instant feedback from my teacher.

4.46 0.71 High

17. I would recommend the flipped classroom to a friend.

4.50 0.71 High

18. I like watching the lessons on video. 4.50 0.58 High 19. The flipped classroom gives me less class time to learn English structures.

4.19 0.75 High

20. I feel that the use of technology is helping me learn in this class.

4.31 0.68 High

Total 4.39 0.60 High

As shown in Table 5, the students were positive toward the use of flipped classroom instruction in various aspects. In particular, they found learning English easier with the use of videos as indicated by items 11 and 18, and they would recommend the flipped classroom to other students in item 17. It should be noted that items 12 and 19 clearly pointed to the

X


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students being pleased with flipped classroom instruction as beneficial to their grammar learning as well as improving their language accuracy. 7. Discussion This section discusses answers to three research questions on flipped classroom instruction whether it can help improve language accuracy in EFL learners, create an active language learning environment, and gain support from learners in their positive attitude toward this type of instruction. 7.1 Improved language accuracy The obtained data indicated that flipped classroom instruction enabled the students to improve their English language accuracy in the EFL classroom. The results from the pre- and post-tests of the students in the flipped classroom demonstrated clearly that they were able to improve their grammatical accuracy at the statistically significant level 0.00, p <0.05. The students found a good learning opportunity with the use of pre-class videos and preparation reading material prior to questioning time and group discussion in class. Such a learning sequence supported their understanding of five target grammatical points. These findings appeared to be consistent with the work by Nicolosi (2012); Bermann and Sams (2012); and Bishop and Verleger ( 2013) . These preceding researchers asserted that students’ English skills taught by the flipped classroom were to be improved when compared with the teaching approach of the traditional classroom. 7.2 Active Language Learning Environment As for expected active language learning to be created by flipped classroom instruction, the students positively responded to the given questionnaire. They rated their level of agreement at a high level (Mean=4. 45, S.D.=0.65) . The result indicated their agreement that the flipped classroom enabled them to experience an active learning environment in which they had enough time to acquire the target sentence structures through screencasts and videos ( Mean= 4. 62, S.D.=0.47) . They also agreed that flipped classroom instruction provided for them with opportunities to communicate with other students (Mean = 4.54 S.D.=0.65). They particularly liked the learning stages in preparing themselves for their class with videos and pre-assigned reading material, as well as gaining confidence in questioning for clarifications after watching the screen-casts. The students’ preference for flipped classroom instruction was confirmed by their texts in reflective journals after each class. Most students in this study stated that they enjoyed learning by themselves through watching videos and screencasts before class and could repeat viewing the videos as often as wished to have a full understanding. The obtained findings clearly supported flipped classroom instruction experienced by the students in the study. The point on students having more time for preparation before class was pointed out in the work by Felder & Brent ( 2009) and Johnson ( 2013) who emphasized self-learning at home that students can have more time to question and interact with the teacher and their peers in class.


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7.3 Positive attitude toward flipped classroom instruction The majority of the students enjoyed flipped classroom instruction as seen in their responses at a high level (Mean = 4.39, S.D. = 0.60). Their ratings of items 11, 17, 18 were high: Mean = 4.50, S.D. = 0.58; Mean = 4.50, S.D. = 0.71; and Mean = 4.50, S.D. = 0.58, respectively. These results pointed to their satisfaction with the use of videos and more time for learning. Their rating on immediate feedback from the teacher was high (Mean = 4.46, S.D.= 0.71) , and such a high rating was also for their improved English accuracy and application of learned grammatical points in class interaction and communication (Mean = 4.42, S.D. = 0.81). In support of such findings, the students wrote in their reflective journals in favor of flipped classroom instruction in that they felt comfortable when managing their time at their own pace. Watching videos and screencasts helped them understand learning points before class and enabled them to focus on their language practice with peers in class as well as receive immediate feedback from their teacher. Such findings appeared to be consistent with the points on learning pace handled by students in flipped classroom instruction, and the importance of immediate feedback given by the teacher, as highlighted in the study by Johnson (2013). 8. Conclusion This research explored the use of the flipped classroom to improve students’ English language accuracy and promote an active learning environment in the Thai EFL classroom. It was conducted with 26 students at a demonstration school in the central area of Thailand; the students were homogeneous in their English performance at a level lower than 50%. The teaching-learning procedure of the flipped classroom was used, particularly videos, screencasts, lessons, interaction and communication in class with immediate feedback from the teacher regarding their use of five grammatical points. The researchers used six instruments to collect data, namely the pre- and post-tests, flipped classroom lesson plans, questionnaire, reflective journal and focus group discussion. The findings as reported earlier point to relevancy of flipped classroom instruction to grammar teaching and learning, as experienced by the participating students in the study. The students put it clearly from their performance and responses that they were positive to flipped classroom instruction, especially learning support before class time. To elaborate their pre-class learning, the researchers suggested inclusion of shared learning via social media for contact among learners—be it Facebook, Twitter, or LINE—to strengthen language learning and communication. The researchers, though pleased with a good potential of flipped classroom instruction, have their own cautions for those teachers who may want to try flipped classroom instruction in three major aspects: material preparation, class time management for questioning-interacting-providing feedback, followed by classroom observation. Teachers need to be systematic in preparing their material—be it videos, screencasts, flipped-class lesson plans, or assessment tools—in a complete sequence for the number of classes in the whole semester. Securing opinions from students toward flipped instruction may not be


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sufficient to ensure teachers that they are on the right part in handling the flipped classroom while sustaining interest in language learners. Classroom observation should be a topic for further research; it can be carried out by volunteering colleagues or school administrators as seen fit in particular teaching-learning contexts. As such, language teachers or practitioners will have a complete picture of the flipped classroom in its practicality, and thus be able to claim with confidence, validity and sustainability of flipped classroom instruction for EFL teaching, as explored and reported in this study. 9. The Authors Thanachok Thaichay is an MA graduate in TEFL from Language Institute, Thammasat University. He has taught at the Demonstration School of Thepsatri Rajabhat University, Thailand for a number of years, and his current research interest is in flipped classroom instruction and its application to language learning. Pragasit Sitthitikul, Ph.D. is an Assistant Professor at Language Institute, Thammasat University, Thailand. His doctoral research at the University of Illinois at Urbana-Champaign, USA was on Language and Literacy Studies from. His current research interests include L2 Literacy, and Cognitive and Sociocultural Factors in Second Language Learning. 10. References Azar, B. (2007). Grammar-based teaching: A practitioner’s perspective. Tesl-ej, 11(2), 1-12. Başal, A. (2012). The Use of Flipped Classroom In Foreign Language Teaching. In The 3rd Black Sea ELT Conference (Red.). (pp. 8-12). Technology: A Bridge to Language Learning. Bergmann, J. & Sams, A. (2012). Flip Your Classroom: Reach Every Student in Every Class Every Day. Washington, DC: International Society for Technology in Education. Bishop, J. L., & Verleger, M. A. (2013, June). The flipped classroom: A survey of the research. In ASEE National Conference Proceedings. Atlanta, GA. Chitsawang, R. (2007). The Effect of Integrative English Grammar Teaching on Speaking Skill and Social Skills of Matthayom Suksa Three Students in Maesariang Boripat Suksa School. Council of Education. (2016). The 15-Year National Education Plan 2560-2574. Bangkok, Thailand: Council of Education Thailand. Creswell, J., & Creswell, J. (2007). Qualitative inquiry & research design: Choosing among five approaches (2nd ed.). Thousand Oaks: Sage Publications. Creswell, J. (2008). Educational Research. New Jersey: Pearson Prentice Hall.


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Felder, R.M. & Brent, R. (2009). Active learning: An introduction. ASQ Higher Education Brief, 2(4). Johnson, G. B. (2013). Student perceptions of the Flipped Classroom. Doctoral dissertation. University of British Columbia. Li, Z. G., & Song, M. Y. (2007). The Relationship between Traditional English Grammar Teaching and Communicative Language Teaching. Online Submission, 4(1), 62-65. Lichtman, M. (2006). Qualitative research in education: A user's guide. Thousand Oaks: Sage Publications. Long, T., Logan, J., & Waugh, M. (2014, March). Students’ Perceptions of Pre-class Instructional Video in the Flipped Classroom Model: A Survey Study. In Society for Information Technology & Teacher Education International Conference, 2014(1), 920-927. Nicolosi, A. (2012). Grammar Lessons with the Flipped Classroom Method. HONORARY CHAIRPERSON, 13. Strayer, J. F. (2007). The effects of the classroom flip on the learning environment: A comparison of learning activity in a traditional classroom and a flip classroom that used an intelligent tutoring system. Doctoral dissertation. The Ohio State University. Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15(2), 171-193. Thompson, G. (1996). Some misconceptions about communicative language teaching. ELT journal, 50(1), 9-15. Tucker, B. (2012). The flipped classroom. Education Next, 12(1), 82-83. Wongsothorn, A., Hiranburana, K., & Chinnawongs, S. (2002). English language teaching in Thailand today. Asia pacific journal of education, 22(2), 107-116. 11. Appendices A, B, C, D Appendix A: Flipped Classroom Lesson Plan Appendix B: IOC Questionnaires Appendix C: Questionnaires Appendix D: Pre-Test and Post-Test


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Appendix A Flipped Classroom Lesson Plan

Lesson Title: Passive voice Level: Grade 11 Prerequisite skills or knowledge: The use of present, past and future tenses. Time Requirements for first exposure (at home): approximately 20 minutes Time requirement for in-class activity: 100 minutes (2 periods) Objectives: By the end of the lesson, students will be able to 1. Identify the voices of the verb in each sentence 2. Rewrite the sentence changing the voice from active to passive voice Videos provided by the teacher for the students to watch at home: 1. Introduction to voices in English video from YouTube 2. Passive voice used in the present tense screen-cast video 3. Passive voice used in the past tense screen-cast video Materials needed by students at home: 1. A computer or i-Pad with Internet access for watching the screencasts and videos 2. Notebook for writing summary of each grammatical points and questions to be asked in class Materials needed by students in class: 1. i-Pad or smart phone with internet access for searching for information Materials needed by teacher in class: 1. Newspaper articles (see appendix 1) 2. Worksheet 1 (see appendix 2) 3. Worksheet 2 (see appendix 3) 4. Visualizer and projector for the students to present their answers Instructional sequence:

At home

Stages/Time Objectives Activities Teaching

Aids 1. Introduction to voices used in English

1. To prepare students’ mental set and give them a clearer purpose for what they are going to learn. 2. To introduce the voices used in English.

1. Students watch introduction video length approximately five minutes about the types of voices used in English (active and passive). 2. Students summarize the knowledge learned from the introduction to voices in English video into their notebook. 3. Students prepare questions to ask in the classroom.

1.Introduction to voices in English video from You tube 2. Notebook for writing the summary of the video and questions to be asked in class


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2. Introduction to passive voice used in the present tense

1. Students learn another way to use the sentences in passive voice

1. Students will watch video length approximately five minutes which recorded by the teacher in the topic of the use of passive voice in present tense. 2. Students summarize the new knowledge learned from the second video into their notebook. 3. Students prepare questions to ask in the classroom.

1. Passive voice used in the present tense screen-cast video 2. Notebook for writing the summary of the video and questions to be asked in class

3. Introduction to passive voice used in the past tense

1. Let students learn passive voice in past tense. 2. To help students learn the form of passive voice in past tense.

1. Students will watch video which recorded by teacher in the topic of the use of passive voice in past tense. 2. Students summarize the new knowledge learned from the third video into their notebook. 3.Students prepare questions to ask in the classroom.

1. Passive voice used in the past tense screen-cast video 2. Notebook for writing the summary of the video and questions to be asked in class

In classroom Stages/Time Objectives Activities Teaching Aids 1. Warm-up activity (5 minutes)

1. To activate students’ background knowledge.

1. Students read their summary to the class. 2. Students will be reminded how to form the simple past passive sentences. 3. Students will answer teacher the following question

1. Notebook that the students write the summaries of the pre-lesson videos and questions for asking in classroom Visualizer and projector Question 1:

Do you remember Passive voice (sentences)/ active (sentences) voice that you learned from last night videos?


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Question 2: Is “E-mails write us.” passive form of “We write e-mails.”? Question 3: Is “Her room cleans Jane every day.” passive form of “Jane cleans her room everyday.”? Question 4: Is “Photos takes her.” passive form of “ She takes photos” ?

4. Students, most probably, will correct the teacher’s sentences. 5. Teacher elicits the passive voice rule and writes it next to the sentences. Subject + Verb to be + Past

Participle

2. Question and answer about the pre-lesson videos (10 minutes)

1. To check students understanding about the previous night video.

1. Students answer the questions about the previous night video.

1. Notebook that the students write the summaries of the pre-lesson videos and questions for asking in classroom 2. Visualizer and projector 3. Video

Question 1: “How were the videos last night?” Question 2: “How many times did you watch them?” Question 3: “Did you enjoy the video?” Question 4: “What did the video say?” Question 5: “Do you have any questions about the lesson?”


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2. Students may ask questions about the contents that they do not understand on previous night video. 3. Students listen to teacher answers.

3. Activity 1 (15)

1. Students will be able to identify the passive voice form from the article in newspaper.

1. Students work in groups of four. 2. Each group will get one article from a newspaper. 3. Students need to help one another to find the passive forms in the article. For the example of the news article 4. Students will be asked to write down the sentences and present in front of the class. 5. Teacher and other classmates check the answers.

1. Newspaper article (see appendix 1) 2. Paper

4. Activity 2 (10)

1. Students will be able to create newspaper headlines using the passive voice structure.

1. Students receive worksheet 1 from the teacher. 2. Students work in groups of four. 3. Students will be assigned to create newspaper headlines using the passive voice in the handout. 4. They are allowed to consult any resources to complete their tasks.

1. Worksheet 1 (see appendix 2)

5. Activity 3 (30) 1. Students will be able to rewrite the active sentences into the passive sentences.

1. Students receive worksheet 2 from the teacher. 2. Students work in groups of four.

1. Worksheet 2 (see appendix 3)


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3. Students improve the sentences in the news article by using passive voices structure. 4. They are allowed to consult any resources to complete their tasks. 5. Students present their answer to the rest of the class.

6. Wrap up activity (10)

1. To summarize the lesson.

1. Students will be asked to conclude the lesson. 2. Students will be given new videos to watch in advance.

Videos for the next lesson.

Assessment 1. The teacher is to check students’ understanding of the video by asking the latter to summarize what they have learned from the video. 2. The teacher is to check students’ success in changing given sentences from active voice to passive voice.

Appendix B IOC Questionnaires

INDEX OF ITEM-OBJECTIVE CONGURENCE RATING FORM

Survey Questionnaire The Use of Flipped Classroom to Enhance Students’ English Accuracy and Promote Active Learning

Environment in Thai EFL Classroom.

Descriptions This questionnaire is part of a study exploring students’ opinions toward Flipped Classroom Instruction. Please provide true information about yourself and experience about learning English with Flipped Classroom Instruction. Your responses are valuable and considered highly confidential. This questionnaire has 2 sections. คาชแจง แบบสอบถามฉบบนเปนสวนหนงของการศกษาเกยวกบความคดเหนของนกเรยนตอการเรยนการสอนภาษาองกฤษแบบหองเรยนกลบดาน ขอความกรณาตอบแบบสอบถามดวยความเปนจรงเกยวกบนกเรยนและประสบการณในการเรยนภาษาองกฤษดวยวธการสอนแบบหองเรยนกลบดาน คาตอบของนกเรยนจะเปนประโยชนอยางยงตอการศกษาในครงน และผวจยจะเกบรกษาขอมลสวนตวของนกเรยนเปนความลบ แบบสอบถามฉบบนม ๒ ตอน

INDEX OF ITEM-OBJECTIVE CONGURENCE RATING FORM Students’ opinions towards the Flipped Classroom Instruction

ความคดเหนของนกเรยนทมตอการเรยนการสอนแบบหองเรยนกลบดาน


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Directions: Read carefully through the questionnaire items in this form. Please indicate the degree to which each item is congruent with the objectives of the study. If you have any comments on the congruence of each questionnaire item, please record them in the space provided. Please tick (√) to rate the congruence according to the scale below:

+ 1 = certain that the item is congruent with themes of Flipped Classroom 0 = uncertain that the item is congruent with themes of Flipped Classroom - 1 = certain that the item is not congruent with themes of Flipped Classroom

Questionnaires: Students’ opinions towards the Flipped Classroom Instruction

แบบสอบถาม: ความคดเหนของนกเรยนทมตอการเรยนการสอนแบบหองเรยนกลบดาน

Section 1: 5 points Likert-scale Questionnaire Instructions: Please describe your opinions toward the Flipped Classroom Instruction. Please read the below statements carefully and answer them as truthfully as possible by ticking the right box. Try to answer all the questions given. Please note that all answers are anonymous. คาแนะนา : จงอธบายความเหนทมตอการเรยนการสอนแบบหองเรยนกลบดาน อานคาถามดานลางอยางละเอยด และตอบคาถามตามความเปนจรงทสดโดยการทาเครองหมายในชองใหคะแนนพยายามตอบคาถามทใหมาทกขอ คาตอบจากแบบสอบถามนจะถกเกบเปนความลบทงหมด 5=Strongly Agree 4=Agree 3=Neutral 2=Disagree 1=Strongly Disagree 5=เหนดวยอยางยง 4=เหนดวย 3=เหนดวยปานกลาง 2=ไมเหนดวย 1=ไมเหนดวยอยางยง

No. Questions Items Rating comment +1 0 -1

1

การเรยนการสอนภาษาองกฤษแบบหองเรยนกลบดานทาใหขาพเจาไดมโอกาสเตรยมตวกอนเขาหองเรยน The flipped instruction allows me to prepare for my class in advance.

2

จากการดวดโอการสอนลวงหนา ขาพเจามเวลาพอทจะรบรเกยวกบโครงสรางประโยคภาษาองกฤษ Through the screencasts/ videos, I have enough time to understand the sentence structures.

3

ขาพเจามความมนใจทจะถามคาถามเพอความเขาใจในบทเรยนภาษาองกฤษหลงจากดวดโอการสอน I feel more confident to ask for clarifications after watching the screencasts.

4

ขาพเจามความรสกวาตนเองมสวนรวมในการเรยนการสอนภาษาองกฤษโดยวธการเรยนการสอนแบบหองเรยนกลบดานมากกวาวธการสอนแบบปรกต I feel I am more in charge of my learning through the flipped instruction.


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5

การเรยนการสอนภาษาองกฤษแบบหองเรยนกลบดาน ทาใหขาพเจามโอกาสในการพดคยกบเพอนรวมหองไดมากกวา Learning English with the Flipped Classroom gives me greater opportunities to communicate with other students.

6

ขาพเจาดวดทศน บทเรยนการสอนภาษาองกฤษ อยางสมาเสมอ I regularly watch the video assignments.

7

การเรยนการสอนภาษาองกฤษแบบหองเรยนกลบดานทาใหขาพเจามแรงกระตนในการเรยนภาษาองกฤษ I am more motivated to learn English by teaching and learning with Flipped Classroom.

8

ขาพเจามสวนรวมในกจกรรมการเรยนการสอนมากกวาการนงฟงเพยงอยางเดยว I am involved in more than listening in Flipped classroom

9

ขาพเจาไดมสวนรวมในกจกรรมตางๆในหองเรยน ( เชน การอาน, การอภปราย, และการเขยน) I am engaged in activities (e.g., reading discussing, writing)

10

ขาพเจามสวนรวมในการคดขนสง (วเคราะห, สงเคราะห, และ ประเมนผล) I am involved in higher-order thinking (analysis, synthesis, evaluation)

11

การเรยนการสอนภาษาองกฤษแบบหองเรยนกลบดานทาใหขาพเจาเรยนภาษาองกฤษงายขน The flipped instruction made it easier for me to learn English

12

ความถกตองในการใชโครงสรางภาษาองกฤษของขาพเจาดขนเพราะขาพเจามเวลาในการนาความรทไดเรยนมาประยกตใชในหองเรยนมากยงขน My English accuracies are better as I have more time to apply the learning in class.

13

ขาพเจาเขาใจเนอหาทเรยนหลงจากเรยนดวยการเรยนการสอนภาษาองกฤษแบบหองเรยนกลบดาน I feel more confident about my learning due to the flipped instruction.

14

ขาพเจารสกวาการเรยนการสอนแบบหองเรยนกลบดานทาใหขาพเจาพฒนาความสามารถในการใชภาษาองกฤษไดถกตอง I feel that the flipped instruction has helped me to improve my English.


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15

ฉนมความเขาใจในบทเรยนมากยงขนเมอครผสอนอธบายในหองเรยน I understand more when the teacher explains in class.

16

ขาพเจาชอบทาการบานในหองเรยนเพราะวาจะไดรบคาแนะนาทนทจากครผสอน I like to do homework in class to get instant feedback from my teacher.

17

ขาพเจาจะแนะนาการเรยนการสอนภาษาองกฤษแบบหองเรยนกลบดานกบเพอน I recommend the Flipped Classroom to a friend.

18 ฉนชอบดวดทศน บทเรยนภาษาองกฤษ I like watching the lesson on video.

19

การเรยนการสอนภาษาองกฤษแบบหองเรยนกลบดาน ทาใหขาพเจาใชเวลาในการเรยนโครงสรางภาษาองกฤษนอยลง The Flipped Classroom gives me less class time to learn English structures.

20

ขาพเจามความรสกวา การใชเทคโนโลยมสวนชวยในการเรยนภาษาองกฤษ I feel that the use of technology is helping me learn in this class.

Appendix C Questionnaires

แบบสอบถาม: ความคดเหนของนกเรยนทมตอการเรยนการสอนแบบหองเรยนกลบดาน

Questionnaires: Students’ opinions towards the Flipped Classroom Instruction สวนท 1/ Part 1 คาชแจง : จงอธบายความเหนทมตอการเรยนการสอนแบบหองเรยนกลบดาน จงอานคาถามดานลางอยางละเอยด และตอบคาถามตามความเปนจรงทสดโดยการทาเครองหมาย (√) ในชองใหคะแนน Direction: Please describe your opinions toward the Flipped Classroom Instruction. Please read the below statements carefully and answer them as truthfully as possible by ticking (√) in the right box. ใหระดบความคดเหนของทานตอการเรยนการสอนภาษาองกฤษดวยวธการสอนแบบหองเรยนกลบดานในรายวชาภาษาองกฤษพนฐานจากระดบคะแนน 5-1 Rate your opinions to English teaching and learning with the flipped classroom instruction in an Fundamental English Class from 5-1 5=Strongly Agree, 4=Agree, 3=Neutral, 2=Disagree, 1=Strongly Disagree 5=เหนดวยอยางยง, 4=เหนดวย, 3=เหนดวยปานกลาง, 2=ไมเหนดวย, 1=ไมเหนดวยอยางยง


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No. Questions Items Rating/ระดบคะแนน 5 4 3 2 1

1.

การเรยนการสอนภาษาองกฤษแบบหองเรยนกลบดานทาใหขาพเจาไดมโอกาสเตรยมตวกอนเขาหองเรยน The flipped instruction allows me to prepare for my class in advance.

2.

จากการดวดโอการสอนลวงหนา ขาพเจามเวลาพอทจะรบรเกยวกบโครงสรางประโยคภาษาองกฤษ Through the screencasts/ videos, I have enough time to understand the sentence structures.

3.

ขาพเจามความมนใจทจะถามคาถามเพอความเขาใจในบทเรยนภาษาองกฤษหลงจากดวดโอการสอน I feel more confident to ask for clarifications after watching the screencasts.

4.

ขาพเจามความรสกวาตนเองมสวนรวมในการเรยนการสอนภาษาองกฤษโดยวธการเรยนการสอนแบบหองเรยนกลบดานมากกวาวธการสอนแบบปรกต I feel I am more in charge of my learning through the flipped instruction.

5.

การเรยนการสอนภาษาองกฤษแบบหองเรยนกลบดาน ทาใหขาพเจามโอกาสในการพดคยกบเพอนรวมหองไดมากกวา Learning English with the Flipped Classroom gives me greater opportunities to communicate with other students.

6. ขาพเจาดวดทศน บทเรยนการสอนภาษาองกฤษ อยางสมาเสมอ I regularly watch the video assignments.

7.

การเรยนการสอนภาษาองกฤษแบบหองเรยนกลบดานทาใหขาพเจามแรงกระตนในการเรยนภาษาองกฤษ I am more motivated to learn English by teaching and learning with Flipped Classroom.

8.

ขาพเจามสวนรวมในกจกรรมการเรยนการสอนมากกวาการนงฟงเพยงอยางเดยว I am involved in more than listening in Flipped classroom

9.

ขาพเจาไดมสวนรวมในกจกรรมตางๆในหองเรยน ( เชน การอาน, การอภปราย, และการเขยน) I am engaged in activities (e.g., reading discussing, writing)

10. ขาพเจามสวนรวมในการคดขนสง (วเคราะห, สงเคราะห, และ ประเมนผล) I am involved in higher-order thinking (analysis, synthesis, evaluation)

11.

การเรยนการสอนภาษาองกฤษแบบหองเรยนกลบดานทาใหขาพเจาเรยนภาษาองกฤษงายขน The flipped instruction made it easier for me to learn English


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12.

ความถกตองในการใชโครงสรางภาษาองกฤษของขาพเจาดขนเพราะขาพเจามเวลาในการนาความรทไดเรยนมาประยกตใชในหองเรยนมากยงขน My English accuracies are better as I have more time to apply the learning in class.

13.

ขาพเจาเขาใจเนอหาทเรยนหลงจากเรยนดวยการเรยนการสอนภาษาองกฤษแบบหองเรยนกลบดาน I feel more confident about my learning due to the flipped instruction.

14.

ขาพเจารสกวาการเรยนการสอนแบบหองเรยนกลบดานทาใหขาพเจาพฒนาความสามารถในการใชภาษาองกฤษไดถกตอง I feel that the flipped instruction has helped me to improve my English.

15. ฉนมความเขาใจในบทเรยนมากยงขนเมอครผสอนอธบายในหองเรยน I understand more when the teacher explains in class.

16.

ขาพเจาชอบทาการบานในหองเรยนเพราะวาจะไดรบคาแนะนาทนทจากครผสอน I like to do homework in class to get instant feedback from my teacher.

17. ขาพเจาจะแนะนาการเรยนการสอนภาษาองกฤษแบบหองเรยนกลบดานกบเพอน I recommend the Flipped Classroom to a friend.

18. ฉนชอบดวดทศน บทเรยนภาษาองกฤษ I like watching the lesson on video.

19.

การเรยนการสอนภาษาองกฤษแบบหองเรยนกลบดาน ทาใหขาพเจาใชเวลาในการเรยนโครงสรางภาษาองกฤษนอยลง The Flipped Classroom gives me less class time to learn English structures.

20. ขาพเจามความรสกวา การใชเทคโนโลยมสวนชวยในการเรยนภาษาองกฤษ I feel that the use of technology is helping me learn in this class.

Appendix D: Pre-test and Post-Test

Pre-test Directions: The test contains 30 items on five grammatical points (1) passive voice (2) subject-verb agreement (3) relative pronouns (4) participle used as adjective and (5) reported speech. The testing time is one hour. Please choose a, b, c or d as your answer for each test item. 1.Three times two ______ six. A. be B. is C. are D. make 2. My best friend and best student ________ Cathy. A. is B. are C. were D. have been 3. Harry Potter ________ an interesting movie. A. be B. is C. are D. were


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4. Each of the dancers ________ beautiful. A. be B. is C. are D. were 5. Here ________ our new English teacher. A. come B. comes C. are coming D. have come 6. Peanut butter and jelly ________ quite popular among American people. A. is B. are C. were D. have been 7. This is the same story ________ I have heard recently. A. who B. whom C. that D. of which 8. I found the tiger ________ had been shot lying dead. A. who B. which C. where D. when 9. He is an excellent teacher ________ doesn’t speak too fast. A. who B. whom C. whose D. why 10. Paris, ________ is in France, is well-known. A. where B. which C. that D. in which 11. The boy ________ I borrowed a pen has gone home. A. to who B. to whom C. from who D. from whom 12. My father is the man ________ is very kind. A. who B. whom C. whose D. why 13. His father said that he _______ speak three languages. A. could B. can C. has to D. will 14. Mike said he _______ to visit his friends that weekend. A. want B. wants C. wanted D. will want 15. Ronald asked Betty where _______ her car. A. she parked B. does she park C. she parks D. did she park


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16. Max told me that Peter often _______ a book. A. read B. is reading C. reads D. was reading 17. Jerry said he _______ English a lot at that moment. A. studies B. is studying C. studied D. was studying 18. My son said he _______ his best in the exams the next day. A. will go B. does C. would do D. did 19. You _______ to the party. Why didn’t you go? A. are invited B. are inviting C. were invited D. were inviting 20. These machines _______ to mix the ingredients. A. use B. are used C. have used D. are using 21. They _______ to stay in their houses during the storm. A. tell B. told C. were told D. were telling 22. A lot of water _______ during the race. A. drinks B. is drinking C. has drunk D. is drunk 23. Many accidents _______ by dangerous driving. A. cause B. causing C. are caused D. are causing 24. The events _______ by the university because no one showed any interest. A. canceled B. canceling C. were canceled D. were canceling 25. My sister works in a bakery _______ cakes. A. makes B. make C. made D. making 26. A million dollars worth of jewellery _______to the President's wife has been stolen. A. belonging B. belong C. belongs D. is belonging 27. Pictures _______ by Picasso usually sell for millions of pounds. A. paint B. paints C. painted D. painting


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28. A lorry _______ fruit crashed on the motorway. A. carry B. carries C. carried D. carrying 29. This is a vegetarian restaurant. None of the dishes _______ here contain meat or fish. A. served B. serves C. serving D. are serving 30. The Harry Potter books, _______ by JK Rowling, have all been made into films. A. writes B. written C. wrote D. write Post-test Directions: The test contains 30 items on five grammatical points (1) Passive voice (2) subject-verb agreement (3) Relative pronouns (4) Participle used as adjective and (5) Reported speech. The testing time is one hour. Please choose a, b, c or d for as your option for each test item. 1. The Harry Potter books, _______ by JK Rowling, have all been made into films. A. writes B. written C. wrote D. write 2. Three times two ______ six. A. be B. is C. are D. make 3. This is a vegetarian restaurant. None of the dishes _______ here contain meat or fish. A. served B. serves C. serving D. are serving 4. My best friend and best student ________ Cathy. A. is B. are C. were D. have been 5. A lorry _______ fruit crashed on the motorway. A. carry B. carries C. carried D. carrying 6. Harry Potter ________ an interesting movie. A. be B. is C. are D. were 7. Pictures _______ by Picasso usually sell for millions of pounds. A. paint B. paints C. painted D. painting 8. Each of the dancers ________ beautiful. A. be B. is C. are D. were


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9. A million dollars worth of jewelry _______to the President's wife has been stolen. A. belonging B. belong C. belongs D. is belonging 10. Here ________ our new English teacher. A. come B. comes C. are coming D. have come 11. My sister works in a bakery _______ cakes. A. makes B. make C. made D. making 12. Peanut butter and jelly ________ quite popular among American people. A. is B. are C. were D. have been 13. The events _______ by the university because no one showed any interest. A. canceled B. canceling C. were canceled D. were canceling 14. This is the same story ________ I have heard recently. A. who B. whom C. that D. of which 15. Many accidents _______ by dangerous driving. A. cause B. causing C. are caused D. are causing 16. I found the tiger ________ had been shot lying dead. A. who B. which C. where D. when 17. He is an excellent teacher ________ doesn’t speak too fast. A. who B. whom C. whose D. why 18. A lot of water _______ during the race. A. drinks B. is drinking C. has drunk D. is drunk 19. Paris, ________ is in France, is well-known. A. where B. which C. that D. in which 20. The boy ________ I borrowed a pen has gone home. A. to who B. to whom C. from who D. from whom


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21. They _______ to stay in their houses during the storm. A. tell B. told C. were told D. were telling 22. My father is the man ________ is very kind. A. who B. whom C. whose D. why 23. His father said that he _______ speak three languages. A. could B. can C. has to D. will 24. Mike said he _______ to visit his friends that weekend. A. want B. wants C. wanted D. will want 25. These machines _______ to mix the ingredients. A. use B. are used C. have used D. are using 26. Ronald asked Betty where _______ her car. A. she parked B. does she park C. she parks D. did she park 27. You _______ to the party. Why didn’t you go? A. are invited B. are inviting C. were invited D. were inviting 28. Max told me that Peter often _______ a book. A. read B. is reading C. reads D. was reading 29. Jerry said he _______ English a lot at that moment. A. studies B. is studying C. studied D. was studying 30. My son said he _______ his best in the exams the next day. A. will go B. does C. would do D. did


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Learner-Centered Instruction as a Motivational Tool in ESL Reading Class: A Case Study of Pharmacy Students in a Thai Private University

Nipaporn Chalermnirundorn

Faculty of Education, Rangsit University, Thailand [email protected]

Abstract University students in Thailand need to develop English language skills to prepare themselves for their selected specialized area and a career after graduation. As reported in quite a few previous ESL studies, Thai university students were not well-prepared for the career-based demands in functional communication skills in English as a Second Language (ESL). They were not able to develop their English skills to a functional level in reading, listening speaking, and writing. On the teaching side, limitations could have stemmed from the lack of sufficient interactions between the teacher and students--characteristic of the traditional teacher-centered method. The researcher therefore would like to explore a combination of learner-centered teaching, interactive learning, and authentic assessment strategies to motivate learners for target performances or learning outcomes. It in fact shifts a focus from the teacher to the learner in performing communicative language tasks. This paper reports a case study on the effects of learner-centered instruction in 9 sessions of an undergraduate reading course with 30 second-year Thai students in the Faculty of Pharmacy at a Thai private university. The findings obtained from the structured interview responses given by fifteen randomly selected subjects revealed the students’ positive feelings toward the learner-centered teaching method in that they had ample opportunities to perform their learning tasks or communicate with their peers in English. The tried method could serve as a practical guideline for ESL teachers to improve their reading course as seen fit in their teaching-learning ESL context. Keywords: Learner-centered instruction, motivation, ESL reading, university students

1. Introduction English has been a required language for schools and universities in Thailand.

University students are required to study English to obtain knowledge in new technologies or technological advancement, science, education, business, and culture (Chumpavan, 2001). Thai students need to communicate functionally in English for everyday transactions in their study as well as at work after their graduation.

Segovia & Hardison (2008) reported that ESL teaching in Thailand was compulsory

and typically covered about 200 hours a year for second-year university students. At the university level, an undergraduate program generally requires four to six courses in a four-year-curriculum. Unfortunately, a few hours per week in English classes are the only time some Thai students are formally exposed to the language. Given the limited exposure to English, Thai university students find it not possible to attain the target competence specified in their program curriculum.


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A well-known Thai educator Srisa-arn (1990) pointed out that English language instruction in Thai universities is oriented around teachers, textbooks, and assigned individual work in class. As a result, students have few opportunities to practice English in real-life situations due to the fact that teachers position themselves as the center of every learning process and the sole source of knowledge in the classroom, and thus do not provide time for language communication. In addition, Yaoharee (2013) reported that learning English in Thailand had its focus on grammatical accuracy and vocabulary learning. Vanichakorn (2003) expressed a similar viewpoint that Thai students were passive and simply waited for teachers to impart knowledge and instructions. They were therefore unable to function in English—particularly in real and unpredictable communicative contexts.

Since ESL instruction in Thailand has been perceived as ‘traditional’ with a Thai

cultural approach to rather passive learning with teachers as the center for imparting knowledge and not providing interactions for language practice, students are not supported at the classroom level or motivated to function in real communicative contexts. According to a NIDA Poll (2014), Thai university graduates are not well-qualified for the employment market; many are simply interested only in seeking their degree. From such negative data, the the author-researcher felt an urgent need to shift ESL instruction from the teacher-centered to the learner-centered mode, as to be reported in this paper.

2. Background of the Study The background of the study is in three major areas to facilitate readers’ understanding of the factors that involve the shift from rom the teacher-centered to the learner-centered mode in ESL instruction, as exemplified as a case in this study. They are (1) learner-centered teaching, (2) interactive learning for specific learning outcomes, and (3) authentic assessment of language performance strategies. These factors in turn can help motivate learners for target communication skills development. 2.1 Learner-centered teaching

A learner-centered instruction is closely intertwined with motivation for language performance in this study. The learner-centered teaching approach is a combination of creative teaching, learning, and assessment strategies to motivate learners by focusing on learning processes and learning outcomes (Fulcher, 2004; Nonkukhetkhong, et al., 2006; Committee on Academic Programs and Teaching [CAPT], 2015). A radical change in such an approach to language teaching and learning adjusts the role of the teacher to a facilitator or motivator with the use of learning activities for specific learning outcomes. Nonkukhetkhong, et al. (2006) further explained that earner-centered teachers generally share responsibility for the learning experience with their students by letting them design their own learning processes, actively participate and negotiate in meaningful interaction to achieve their learning objectives.

The Committee on Academic Programs and Teaching Thailand (2015) has specified

the requirements of a learner-centered environment to include in-class strategies that promote student interaction with the use of assigned learning contents, support their learning process and the teacher’s facilitating tasks. The teacher is to assume a more active role in managing


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activities for students while taking class size and the structure of the curriculum into careful consideration (Weimer, 2002).

2.2 Interactive learning Learning English in a non- English-speaking country like Thailand can be a challenge to how the teacher can provide for students language interaction they need for skills development (Chusanachoti, 2009). It is of prime importance that students be given learning time to perform target language skills in listening, speaking, reading and writing. To cope with constraints in language exposure, teachers are expected by school administrators and the Ministry of University to devise learning methods, contents, language activities for real life communication Chusanachoti (2009). As emphasized by Dörnyei (2000, 2001) the teacher in the first place is to raise student motivation, interest, and awareness in learning. These three aspects that demand attention from the teacher, represent key factors in the rate and success of second language learning. Motivating students for language interaction should be a priority if language teachers or practitioners want their learners to be successful academically and professionally. 2.3 Authentic assessment

To Grant (2004), teachers and school administration need to find appropriate method to assess students’ language performance or the level of communicative competence pertinent to the target learning outcome—be it listening, speaking, reading or writing. It is important to use authentic assessment when it comes to such productive skills as speaking and writing. It should be noted that language activities be closely related to the target performance for final assessment with clear-cut specifications to ensure required communicative abilities (Evans, 2009; Pholsward 2014).

In accordance with authentic assessment of specific language functions or

communication skills, the teacher should consider the use of authentic materials in the areas of interest or specialization for groups of students under language training or coaching (Banditvilai, 2006). Assessment is to be for specific knowledge or skills for language achievements at target levels (Evans, 2009).

In particular, speaking fluency assessment in ESL should be done authentically and

holistically by more than one evaluator to ensure whether learners can perform at the elementary, intermediate or advanced in terms of communicative abilities. This issue is always a great challenge for language practitioners as well as researchers to find ways to assess learners’ language performance effectively and authentically (Wrenshall, 2005; Yanyan 2009). It should be noted that authentic assessment will be complete with the teacher provides feedback to learners on the basis of assessment results (Spiller, 2009). 3. Research Objectives As indicated in the introduction and the background of the study related to Thai students’ English skill limitations, the researcher would like to use leaner-centered instruction in her teaching of reading. It was expected that the trialed instruction can help


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improve students’ learning motivation that could result in achievements in terms of communicative abilities. The specific research objectives are in two: (1) to explore the use of a combination of learner-centered teaching, interactive learning, and authentic assessment strategies in motivating learners for target performances or learning outcomes, and (2) to report qualitative responses from students being motivated by the three aspects in combination used in language classes at the university level. 4. Research Methodology This section will deal with the subjects and research instruments as follows: 4.1 The Subjects The subjects were 30 second-year Thai students (M = 6, F = 24) in the Faculty of Pharmacy at a Thai private university. They voluntarily participated in 9 sessions of an undergraduate ESL reading course using learner-centered instruction. They were given ample opportunities to perform their learning tasks or communicate with their peers in English. The subjects were informed of data confidentiality in that their individual data would be reported by student number, not by their name. 4.2 Research Instruments There were three research instruments in the study: (1) learning activities, (2) reading materials, and (3) a set of questions for structured interviews. The first two instruments were meant to support learner-centered instruction. The third instrument secured responses from the subjects on how they were motivated to work conscientiously for the target language performance. All instruments were constructed by the researcher and were content-validated by two ESL specialists at the university level to be revised for the final version. 1. Learning activities Three sets of classroom activities in three modules were created to enable students to use learned points in reading as a platform to produce two productive language skills: speaking and writing. These three sets or modules were based on interest, effort and attitude—all in support of learner-centered instruction and students’ motivation. Communication skills were identified as reading, speaking and writing—all followed by students’ individual or pair work to ensure their end performance in speaking and writing. There were six activities in each set: two each for reading, speaking, and writing, respectively. Each set of activities was designed for three sessions, i.e., one set of specifications for interest-based, effort-based, or attitude-based was repeated twice—altogether in three sessions for each set or a total of nine sessions for three sets of learning activities. Repetition of each set of specifications was to ensure that the end performance of individual learners’ target language skills be consistent within each set to a certain extent, not by chance.


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Each class or session was 120 minutes duration using learner-centered instruction, student participation and interaction, followed by authentic assessment. These learning activities in three sets or modules were presented in Figure 1 below.

Modules1-3: Interest-based

Modules 4-6: Effort-based Communication skills

Individual work Pair work

Reading Scanning Skimming Speaking Presenting Discussing Writing Detailing Highlighting

Modules 7-9: Attitude-based Communication skills Individual work Pair work

Reading Independent searches Collaborative searches

Speaking Reporting Reacting Writing Selecting Commenting

Figure 1: Learning activities

Interest: Students are motivated and prepared to sustain a lifelong passion for language learning. Effort: Students are motivated to overcome reading difficulties by highlighting as well as electronically sharing learning experiences and thoughts among peers and teachers. Attitude: Students are motivated to choose their own reading materials as well as a place and time to read them.

It should be noted that in each class module, the subjects did the activities for each

type of communication skill individually and in pairs. They were allowed to select or change their partners freely according to their preference throughout the course. The subjects were guided to do all the activities and expected to show a gained or maintained level of the end performance on speaking or writing. Such expectation was based on the researcher’s experiential assumption that learner-centered instruction with interest-based, effort-based and attitude-based activities should be able to motivate the subjects to attain a gained performance. 2. Reading materials Nine reading texts in science or science for daily life were used as a platform for the productive skills of speaking and writing. Each text was chosen by the researcher on the basis of a specific length, authenticity, class time, and particularly its capacity to generate (1)

Communication skills Individual work Pair work Reading Clarifying Making connections Speaking Questioning Predicting Writing Summarizing Evaluating


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classroom discussions and individual/ pair work, (2) learners’ language functions and (3) target performance on speaking and writing. Structured Interviews

The researcher conducted a preliminary interview with 6 second-year students who were not included in the study. The purpose was to identify the scope of questions to be created for structured interview. Preliminary data revealed the students’ negativity toward ESL with their reasons. Below are exemplified responses:

Student 1: In the past, my English teachers just only gave lectures about grammar. I didn’t have any chance to think or speak much and used to be afraid of making mistakes. I didn’t have enough chances to practice and use English. So I felt it was no use learning it.

Student 2: During secondary years, I always played with a mobile phone in English class. The teachers just told me to do exercises from the books or take notes from what they wrote on the board: It was so boring.

Student 3: I started disliking English when I was in secondary school. In my freshman year here I experienced the same thing in English classes which confined me and hemmed me in. If I couldn’t do as the teacher wanted, she then cut my marks. If I didn’t understand her scope of activities, again she cut my marks.

Student 4: The traditional style of learning was not bad; it never stimulated anything new or encouraged us to look for additional information outside the classroom. In my opinion there were two factors that created student interest: classroom tasks and activities, and the teacher. The teacher was a very important factor in motivating the students to learn and do activities. In my past experience I rarely had motivating teachers in English courses. They just came to class, gave lectures using one-way communication, and finished the class.

Student 5: In my previous speaking classes, the teachers just gave only the topic and told us to do dialogs: We just memorized it and presented in front of the class. This demotivated me to do it because the topic was controlled by the teacher.

Student 6: From my experience at my old school, every English teacher used to say that their classes were learner-centered, but sadly, this never actually happened. One of my former English teachers was also an administrator who was very strict about school regulations. In class she didn’t teach anything but tried to find fault with us. So I never really had a learner-centered classroom experience in my life. In every previous English class I just memorized the contents of old handouts. All activities were fixed. We just completed them and that’s all. We never had any additional content or ideas outside the textbooks. In my English classes at this university, I just followed everything from the textbooks and didn’t have any chance to think for myself. Sometimes I thought that the learner-centered type of learning didn’t really exist and would never exist.

Based on the preliminary interview data, the researcher constructed six interview

questions with a specific focus for each:


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1. Were you actively involved in the learning tasks and classroom activities? (How?) (focus on interaction) 2. Did you try to communicate more using the target language with the teacher and your peers? (How?) (focus on interaction) 3. Did you pay good attention to your teacher in class? (Why?) (focus on teacher- or learner-centered) 4. Did you try harder to communicate your intended meaning and ideas effectively? (How?) (focus on interaction/ authentic assessment) 5. Did you enjoy being in the class and working on the learning tasks? (What?) (focus on interaction/ authentic assessment) 6. Did you become more confident that you could manage to understand the most difficult and complex material the teacher presented for practice? (Why?) (motivation)

The researcher used six questions to interview 15 subjects after the nine teaching classes were completed. Half or 15 of the total number of the subjects (30) agreed to volunteer their interview time. The researcher used a reference from Adler and Adler (1987) who asserted that at least 12 interviewees could give a researcher sufficient experience in planning and structuring interviews, conducting and partially transcribing these, and generating quotations for a research paper. For this study, qualitative data were obtained from structured interview for the researcher to gain insights into how students perceived learner-centered learning and how they were motivated to do ESL activities for the target end performance. 5. Data Collection The researcher used the constructed lesson plans in the planned class time and collected points obtained from the pre- and post-questionnaire, and scores from all three modules or nine lessons. As for structured interviews, the researcher used six questions to secure responses regarding the subjects’ reaction to the learner-centered teaching mode and their learning motivation. In one week after the completion of nine-session teaching, the researcher arranged for face-to-face interviews with fifteen students whom were randomly selected from the sample group with mixed abilities, including both male and female subjects.

The researcher transcribed recoded data and selected typical response-examples to illustrate their reaction to the learner-centered teaching as well as their viewpoints on how they were motivated to perform on speaking and writing tasks and learning activities as designed for all nine lesson plans. The subjects asked the researcher to be interviewed in Thai to enable them to give answers without language restraints. The interviews were video-recoded and photographed with the subjects’ permission.

6. Data Analysis The quantitative data were obtained from the pre- and post-questionnaires, each containing 10 questions on a five-point-scale to generate 50 points for each questionnaire. As for the lesson plans in three modules, each module contained a score of 10 for speaking and writing, respectively, thus making a score point of 20 per module.


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As for qualitative data, the researcher used transcribed data to make conclusion on points made by the subjects regarding their reaction to the learner-centered teaching mode with learning activities, followed by their motivation supported by the nine lesson plans that were interest/ effort/ attitude-based. The researcher selected typical response-examples and translated the selected examples from Thai into English. The translated version was rechecked by her two ESL colleagues. 7. Results and Discussion 7.1 Results of the subjects’ pre- and post-questionnaire points and their scores on three interest-based lessons The researcher reported interest-based data as exemplified quantitative data for students’ reaction to the learner-centered teaching and learning activities of the subjects. It should be noted that the subjects’ performance on effort-based and attitude-based speaking and writing tasks yielded results similar to those of the interest-base task. Since the researcher, in this paper, put a focus on how the subjects explained via structured interview on the way they were motivated for their end performance in speaking and writing, the results on structured interviews were given in detail. As seen in Table 1, the subjects showed their gained points in both pre- and post-questionnaire and varied performance points in a gained status. The subjects were listed by

Table 1: Interest-based Module: Pre- and Post- Questionnaire points and Lesson Scores of 30 Subjects ___________________________________________________________________________ Student# Pre-Questionnaire Post-Questionnaire Performance (20 points/lesson)

(50) (50) Lesson 1 Lesson 2 Lesson 3 _____________________________________________________________________________________

4 14 48 12.75 15.25 11.50 29 15 46 12.75 12.75 15.00 24 17 47 12.75 14.00 14.00 23 15 44 15.50 14.75 15.75 6 18 45 13.25 14.50 14.50 9 14 41 12.50 13.00 13.75 14 19 46 13.50 15.75 14.00 12 13 39 11.75 12.50 12.00 30 13 39 13.00 10.00 12.25 10 16 41 12.25 14.50 16.50 13 20 45 15.25 15.00 15.75 1 23 47 14.75 15.50 15.25 26 14 38 14.00 14.50 14.00 3 24 47 == Incomplete assignments== 18 22 45 == Incomplete assignments == 20 18 40 14.00 14.75 15.75 11 24 45 14.75 13.75 14.50 15 15 35 13.25 15.25 14.75 19 19 39 12.75 15.00 14.75 22 12 32 11.00 11.50 15.25 21 19 36 13.75 15.75 15.75


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16 18 34 10.25 13.00 14.75 25 25 40 14.25 15.25 13.50 7 27 41 13.00 15.75 16.50 27 21 35 12.75 14.00 12.75 5 22 35 15.25 15.25 16.00 28 28 41 13.25 15.25 14.25 17 22 34 15.00 13.75 15.50 8 21 30 16.00 16.00 13.25 2 45 47 9.25 15.25 8.25

___________________________________________________________________________________ Pre- and Post-Questionnaire contain 10 statements in each; each statement is on a scale of 1 (low) to 5 (high) in terms of agreement. There are three statements each for interest-based, effort-based and attitude-based, and one statement on overall learning motivation in terms of interest. The total point of ten statements on the rating scale is 50. As shown in Table 1, most subjects showed speaking and writing performance in a gained status with exception of students 11 and 26 who demonstrated their maintained status. The researcher noted that student 8 did not complete the last assignment in lesson 3, and student 2 did not complete the assignments in lessons 1 and 3. In addition, students 3 and 18, though with their gained point in the post-questionnaire did not complete assignment given in lessons 1-3 to earn scores to be reported in this table. 7.2 Structured interview responses The subjects’ post-course interview responses spelled out vividly the positive effects of learner-centered instruction. Simply put, their enthusiastic interview responses below to this type of instruction showed how the learning process, classroom activities prompting interactions, and tasks related to learner-centered instruction with authentic assessment proved beneficial to them. Some of the subjects’ responses can be shown below: 1. Were you actively involved in the learning tasks and classroom activities? (How?) (focus on interaction)

I was quite actively involved in the learning tasks and activities—especially at the beginning because I never had any class like this before. I felt everything was new and that the reading topics stimulated self-learning, and unlimited thinking. So, I did my best.

I never had English classes like this before. I loved this learning style that allowed me to think freely. It was different from the old styles I had experienced before: that was a one-way learning style. I had more interest in learning during this course because these kinds of classroom activities interested and challenged me greatly.

Sometimes I thought that the learner-centered type of learning didn’t really exist and would never exist. However, in this course I could think and use my own ideas and thoughts fully: for example, when I did activities about the immune system. The more information I could search by myself, the more fun the class became. This aroused my interest greatly. I had never done anything like this in an English class before in my life.


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2. Did you try to communicate more using the target language with the teacher and your peers? (How?) (focus on interaction)

I could use my English skills a lot in this course and this made me active and enthusiastic. Compared to three other courses I had previously here I can say that I was most active in this course. I tried my best to speak English because the teacher gave us freedom to speak and enough time to do it in class.

I tried using English more to talk together about tasks and activities. I can tell you that this course interested me a lot. The thing that interested me the most was the opportunity to use more skills than in my previous courses. I never knew anything about this new learning style, so I was very interested to learn.

I became more confident to communicate in later class sessions because I saw my peers do well. And most important: the teacher in this course could break through the wall in my heart that had been like a barrier between me and English for a long time.

3.Did you pay good attention to your teacher in class? (Why?) (focus on teacher- or learner-centered)

After three class sessions in this course I thought I could improve and had more courage to speak because I was able to practice. Also, the class atmosphere was enjoyable and there was not so much emphasis on grammar.

I paid very close attention in this course because it was more interesting than other English courses I had before in my life. I mean I could do everything I wanted in this class. The teacher gave the basic ideas of study points and let the students do the activities as they thought best. This created a lot of student interest. I had freedom to do every interesting activity. I could talk to the teacher anytime I wanted.

I paid close attention because this class was so interesting. I could use my own ideas and didn’t have to worry if they were right or wrong. I had full freedom to show my ability and was not hemmed in as I was in the past. I could use my own judgment. As long as my work was based on the reading topic I would never make any mistakes. I found that this course was enjoyable and was really, in fact, learner-centered.

4. Did you try harder to communicate your intended meaning and ideas effectively? (How?) (focus on interaction/ authentic assessment)

The teacher in this course never blocked my freedom to do what I liked. I didn’t have to follow everything from slides in class. This interested me the most and motivated me to try more and more.

I tried harder in later class sessions after I found that nothing was ‘fixed’ in this course. In doing activities such as searching I tried to read and understand the topics clearly.

The teacher allowed us to think by ourselves and find the best way to complete our work. I also tried to understand the main ideas so that I could give a good presentation later.


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5. Did you enjoy being in the class and working on the learning tasks? (What?) (focus on interaction/ authentic assessment)

I enjoyed this course because nothing was fixed and I had full freedom in class. The activities allowed the students to think freely. I loved the technique of using a reading topic as a platform for other activities. I could select any aspects of interest based on the reading text for my writing.

This course was the most enjoyable because I was not hemmed in. I could search for more vocabulary and topics of interest by myself. I could select the ideas I liked and understood well to present to the teacher.

This style of learning created motivation better than any traditional learning styles: Here the students could do everything by themselves. I felt I had power and freedom and had to practice self-control to complete the activities. Nobody forced me to learn, but the activities directly promoted gaining knowledge. The wall in my heart disappeared. The wall that had blocked my learning English was just like bitter medicine. But everything in this course motivated me to come to class, to learn, and to do all activities.

6. Did you become more confident that you could manage to understand the most difficult and complex material the teacher presented for practice? (Why?) (motivation)

I felt more confident because I always had freedom in this course. I could think and complete the tasks any way that I thought best. There were no fixed answers. The teacher never put any pressure on the students. That’s why I’m more confident now.

My confidence increased because the activities moved gradually from easy to harder, so I could also improve myself step by step. All the tasks in this course could serve as platforms or blueprints for doing other tasks in the future. Moreover, I can apply all skills I practiced in this course class in my life.

I felt more confident during the course because I gained more experience in every class session. After the course, I had higher confidence that I would be able to manage any materials and tasks in English. I am not afraid or nervous anymore.

As seen in the subjects’ responses to six interview questions, all subjects were positive to learner-centered instruction in that they were given freedom to do the tasks in learning activities in the way they thought best for them to learn. Two subjects responded to question 1 that they were actively involved in the learning tasks and activities and they enjoyed doing activities, particularly searching for needed information for the given learning tasks. The subjects experienced learner-centered instruction as boosting their motivation for language performance, as emphasized in the work of Fulcher (2004) and Nonkukhetkhong et al. (2006). They were supported by the teacher in a new role as a facilitator rather than simply a person imparting knowledge to learners. As stated in their responses, they enjoyed language activities provided and managed by their teacher (Weimer, 2002). The subjects were well aware of interactions required in the speaking tasks and gradually gained courage in communicating with their peers. As shown in their responses to


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questions 2 and 3, they subjects tried their best to speak English when given freedom to communicate meanings without being grammatically restrained. The subjects gained their freedom and confidence through practice and support from their peers as well as facilitation from the teacher. It was evident that interactions served as the key to the subjects’ success in language skills development in both speaking and writing (Chusanachoti, 2009). From the subjects’ responses, they asserted that interactions positively prompted them to talk to their peers and gained confidence in their efforts to communicate their intended meaning. With interactions initiated by language activities, the subjects were motivated to learn with awareness of their own learning strategies, emphasized in the studies by Dörnyei (2000, 2001) and Chusanachoti (2009). It should be noted that the subjects were pleased that their performance were assessed authentically by the tasks given—be it speaking or writing as the end performance. The subjects were motivated to try harder to achieve, like searching for their speaking and writing tasks for end performances. The subjects showed in their responses to questions 4 and 5 their appreciation for freedom to think for themselves and find the best way to complete the given tasks. As a result, the subjects asserted on their motivation that they gained more confidence in speaking and writing because they were given freedom to make decision for themselves how to handle the learning tasks and the teacher facilitated their learning and not putting pressure on them. Their motivation and increased confidence were expressed clearly in their responses to question 6. Authenticity in materials used for language activities and assessment methods valid for the target performance is of prime importance when it comes to productive skills development as in speaking and writing (Grant, 2004; Banditvilai, 2006). In this study, the subjects were assessed authentically in the speaking and writing tasks as specified as end performances. With reading as a platform for the subjects’ practice via language activities in support of the end performance. The subjects were well aware of their own language development and increased motivation or willingness to try their best to communicate in speaking and writing, followed by clear-cut criteria for language skills assessment informed by the teacher. As a result, teachers or school administration need to find appropriate and practical methods to assess students’ language performance or the level of communicative competence pertinent to the target learning outcome and provide feedback to learners for sustaining skills development. Such points of concern were emphasized in the work of quite a few earlier researchers: Wrenshall (2005), Yanyan (2009), Evans (2009), Spiller (2009), and Pholsward (2014). 8. Limitation of the study The study was somewhat restrained by limited time for data collection. Class schedule was fixed by the Faculty concerned and it had impact on those subjects who were absent and were not able to participate in language activities for the expected end performance. That was the case of students 3 and 18 who did not move to the final performance because they were missing from the language activities provided prior to their


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end performance. The case of students 2 and 8 was similar in that they managed to participate in language activities but missed assignment submission as required. In such cases, it was unlikely for the researcher to re-arrange or make up those activities required for them to reach their end performance due to the Faculty’s class schedule was closed in the semester calendar. 9. Conclusion

As shown in this study, the researcher demonstrated how learner-centered instruction was trialed with university students. It was evident that ESL teaching has shifted its focus from the teacher-dominated instruction to a student-centered learning mode. From the subjects’ end performance in speaking and writing, it was obvious that the subjects showed their gained status in their language performance. Their responses in the structured interviews revealed a similar trend on how they were motivated to learn by language activities that prompted their interactions for communication tasks in speaking and writing with reading as a platform to information to do language activities as well as gain ideas to perform on speaking and writing tasks as required in nine lessons. The subjects asserted that they enjoyed freedom and autonomy in their own learning with facilitation from the teacher. They had ample opportunities to develop various skills through discussion, negotiation, and decision making.

The study has also demonstrated benefits of learning and working in a learner-

centered atmosphere. They subjects were led through experience their language learning by interacting and communicating with their peers, and gained confidence in so doing. They were encouraged to search for needed information for their speaking and writing tasks. As their language performance were assessed authentically with specific criteria informed to them, the subjects were encouraged to perform toward their goals on conveying their intended meaning and their language tasks were assessed in terms of success in communication, not on language grammar as traditionally evaluated.

It was expected that ESL teachers and practitioners should perhaps take this study as

an example on how to implement learner-centered instruction by means of facilitation and language activities provided by the teacher. The significance of language interactions for communication tasks as well as authenticity for used materials and assessment methods should be carefully considered regarding relevance and practicality. It should be noted that a supportive language teacher should value students’ thoughts and feelings toward materials of their interest, accommodate their learning processes, and find way to assist and motivate them to communicate successfully with their peers; success in learning as such will create a sense of achievement that in turn can sustain their interest in attaining even better performance as their ESL learning goal.


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10. The Author Nipaporn Chalermnirundorn is Program Director of Master of Education in Curriculum and Instruction, Rangsit University. The author has been with Rangsit University for ten years under the Faculty of Liberal Arts and Rangsit Language Institute, and awarded Outstanding Teacher in 2005, and 2007-2014. Her research interests include motivation in teaching and learning ESL and ESP, curriculum design, and instructional strategies. 11. References Adler, P. A., & Adler, P. (1987). Membership roles in field research. Newbury Park, CA: Sage Publications. Banditvilai, C. (2006). Authentic English texts for advance learners. (3rd ed.). Bangkok: Kasetsart University Press. Chumpavan, S. (2001). A Comparative Study of two English as a foreign language (EFL) Programs: Non-Content-Based and Content-Based at The University Level in Thailand. Doctor of Education Dissertation in Curriculum and Instruction, Illinois State University. Chusanachoti, R. (2009). EFL Learning through Language Activities Outside the Classroom: A Case Study of English Education Students in Thailand. Doctor of Philosophy Dissertation in Curriculum, Teaching, and Educational Policy, Michigan State University. Committee on Academic Programs and Teaching (CAPT) (2015). Learner-centered Teaching and Education at USC: A Resource for Faculty. Learner-Centered Task Force, 2005-2006. (online). http://cet.usc.edu/resources/teaching_learning/docs/LearnerCentered_Resource_final.pdf, 13 April, 2015. Dörnyei, Z. (2000). Routledge Encyclopedia of Language Teaching & Learning. London: Routledge, 425-432. Dörnyei, Z. (2001). Motivational Strategies in the Language Classroom. New York: Cambridge University Press. Evans, L. (2009). Reflective Assessment and Student Achievement in High School English. A doctoral dissertation, Graduate School of Education at Seattle Pacific University. Fulcher, L. (2004). Learner-centered outcomes in subject-centered institutions: Metaphors for muggle learning. Learning and Teaching in Higher Education, 1, 1-7. Grant, T. (2004). Assessing and teaching competence. Business Communication Quarterly, 67(4), 412-429.


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Nonkukhetkhong, K, Baldauf Jr., R. B., & Moni, K. (2006). Learner-Centeredness in Teaching English as a Foreign Language. Thai TESOL International Conference, January 2006. NIDA Poll. (2014). Poll show most people feel Thai university graduates are unqualified. (online). http://englishnews.thaipbs.or.th/poll-shows-people-feel-thai-university-graduates-unqualified, September 18, 2014 Pholsward, R. (2014). Research Project Report: Assessment of English Communication Skills of Primary 6 and Secondary 3 Students: A Case Study of Satit Bilingual School of Rangsit University. Pathumthani: Rangsit University Press. Segovia, L., & Hardison, D. M. (2008). Implementing education reform: EFL teachers’ perspectives [Electronic Version]. ELT Journal. (online). http://eltj.oxfordjournals.org/cgi/content/abstract/ccn02vl, May 20, 2008. Spiller, D. (2009) “Assessment: Feedback to promote student learning.”. Teaching Development. The University of Waikato. (Online). http://www.waikato.ac.nz/tdu/pdf/booklets/6_AssessmentFeedback.pdf, February 2, 2009. Srisa-arn, W. (1990). English teaching and learning failure in Thailand. Wattajak Newspaper. November 19, 1990. Vanichakorn N. (2003). Constructivism in English As a Foreign Language: Secondary Classrooms in Bangkok, Thailand. Doctor of Education Dissertation. The Graduate School, University of Northern Colorado, Spring 2003. Weimer, M. (2002). Learner-Centered Teaching. San Francisco: Wiley. Wrenshall, J. (2005). Reflections on Assessing Oral Fluency. Proceedings of the 25th Annual Thailand TESOL International Conference, 20-22 January, Bangkok, Thailand, 176. Yanyan, W. (2009). Teachers’ Performance Assessment Practices and Their Second Language Acquisition Approaches: the Case of English for International Business Programme in a Shanghai University. A doctoral dissertation. School of Education, the Chinese University of Hong Kong. Yaoharee, O. (2013). Power and Politeness in Intercultural Workplace Communication: Some Implications for Teaching English As a Second Language In Thailand. Doctor of Philosophy Dissertation in Education. University of California.


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12. Appendices: Lesson Modules based on Interest, Effort and Attitude with Pre- and Post- Questionnaire 12.1 Interest-based lesson plan modules 1-3 Lesson model on Reading-Speaking-Writing reflecting INTEREST LESSON MODULE LAYOUT

120 minutes allocated: 110 minutes + 10 minutes for spare time Pre-questionnaire of INTEREST component – Before opening of Module 1 (10 minutes) …………………………………………………………………………………………... Module explanation: Target learning outcome; objectives; learning task performance assessment; student feedback; and teacher feedback (10 minutes) Silent reading Learning Activity 1 – Communication skills in Reading = Clarifying Learning Activity 2 – Communication skills in Reading = Making connections Learning Activity 3 – Communication skills in Speaking = Questioning Learning Activity 4 – Communication skills in Speaking = Predicting Learning Activity 5 – Communication skills in Writing = Summarizing Learning Activity 6 – Communication skills in Writing = Evaluating Student feedback (10 minutes) Teacher feedback …………………………………………………………………………………………... Post-questionnaire of INTEREST component – Before closing of Module 3 (15 minutes) ………………………………………………………………………………………... TEACHING METHOD & PROCEDURE: The teacher uses the teaching method and procedure emphasizing learner participation and interaction in two modes: teacher-student and student-student. Learner participation and interaction are reflected in learning tasks and learning activities with clear-cut lesson module specifications. SELECTED SKILLS: Reading, Speaking, and Writing OBJECTIVE: Students will be able to transfer learned language knowledge in reading to productive language skills: Speaking and Writing. LEARNING OUTCOME [language achievement] Communication skills in Reading: 1) Clarifying; 2) Making connection Communication skills in Speaking: 1) Questioning; 2) Predicting Communication skills in Writing: 1) Summarizing; 2) Evaluating LEARNING TASKS 1-6 [INTEREST: work independently and collaboratively] Communication skills in Reading:

1. Clarifying [work individually] 2. Making connections [work in pairs]

Communication skills in Speaking: Performance score (perhaps 1-10) 1. Questioning [work individually] 2. Predicting [work in pairs]

Communication skills in Writing: Performance score (perhaps 1-10)


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1. Summarizing [work individually] 2. Evaluating [work in pairs]

LEARNING TASK 7 INTEREST: Students are motivated and prepared to sustain a lifelong passion for language learning. [Search for more information from extended reading.]

LEARNING TASK SPECIFICATIONS

[For research tools: pre/post-questionnaire; classroom observation; student feedback; teacher feedback; and selected interview]

A desire to learn the language (INTEREST) 1. Students are actively involved in a task and classroom activities. 2. Students try to communicate using the target language with teachers and peers. 3. Students ask teachers to clarify concepts they don’t understand well. 4. Students are attentive during the lessons.

______________________________________________________________________________ Pre-Questionnaire of INTEREST component – Before opening of Module 1 (10 minutes) Directions for students: Please tell us about your desire to learn English in the INTEREST modules 1-3 by choosing figures 1 (low) through 5 (high) to indicate what you feel about learning tasks, learning activities, and your classroom performance as shown below. Select the figure by drawing a circle around it [hard copy] or highlighting it in yellow [soft file]: 1. I will be actively involved in assigned learning tasks and learning activities ………...…1 2 3 4 5 2. I will try to communicate in English with the teacher……………………………............1 2 3 4 5 3. I will try to communicate in English with my fellow students……………………...........1 2 3 4 5 4. I will ask the teacher to clarify concepts I don’t understand………………………..........1 2 3 4 5 5. I will try to make connections for ideas in the assigned reading text…………….............1 2 3 4 5 6. I will use Questioning techniques to help me comprehend the reading text better…........1 2 3 4 5 7. I will use Predicting techniques to help me think critically about the reading text ……...1 2 3 4 5 8. I will use Summarizing techniques to help me comprehend the major points in the reading

text ……..............................................................................................................................1 2 3 4 5 9. I will use Evaluating techniques to help me think analytically and critically about the reading

text …………………………………………………………………………………..........1 2 3 4 5 10. I will be attentive to all classroom activities and target skill practices ...……………….1 2 3 4 5 Post-questionnaire of INTEREST component--Before closing of Module 3 (10 minutes) Directions for students: Please tell us again about your desire to learn English in the INTEREST modules 1-3 by choosing figures 1 (low) to 5 (high) to indicate what you feel about learning tasks, learning activities, and your classroom performance as shown below. Select the figure by drawing a circle around it [hard copy] or highlighting it in yellow [soft file]: I have been… 1. actively involved in assigned learning tasks and learning activities…………….......…1 2 3 4 5 2. trying to communicate in English with the teacher…………….................................…1 2 3 4 5 3. trying to communicate in English with my fellow students……………....................…1 2 3 4 5 4. asking the teacher to clarify concepts I don’t understand………………...................…1 2 3 4 5 5. trying to make connections for ideas in the assigned reading texts............................…1 2 3 4 5 6. using Questioning techniques to help me comprehend the reading texts better.........…1 2 3 4 5 7. using Predicting techniques to help me think critically about the reading texts ........…1 2 3 4 5


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8. using Summarizing techniques to help me comprehend the major points in the reading texts................................................................................................................…1 2 3 4 5 9. using Evaluating techniques to help me think analytically and critically about the reading texts................................................................................................................…1 2 3 4 5 10. attentive to all classroom activities and target skill practices...................................…1 2 3 4 5 _______________________________________________________________________________ 12.2 Effort-based lesson plan Modules 4-6 Lesson model on Reading-Speaking-Writing reflecting EFFORT LESSON MODULE LAYOUT

120 minutes allocated: 110 minutes + 10 minutes for spare time Pre-questionnaire of EFFORT component – Before opening of Module 4 (10 minutes) …………………………………………………………………………………………... Module explanation – Target learning outcome; objectives; learning task performance assessment; student feedback; and teacher feedback (10 minutes) Silent reading Learning Activity 1 – Communication skills in Reading = Scanning Learning Activity 2 – Communication skills in Reading = Skimming Learning Activity 3 – Communication skills in Speaking = Presenting Learning Activity 4 – Communication skills in Speaking = Discussing Learning Activity 5 – Communication skills in Writing = Detailing Learning Activity 6 – Communication skills in Writing = Highlighting Student feedback (10 minutes) Teacher feedback ……………………………………………………………………………….………………………... Post-questionnaire of EFFORT component – Before closing of Module 6 (15 minutes) …………………………………………………………………………………………………………... TEACHING METHOD & PROCEDURE: The teacher uses the teaching method and procedure emphasizing learner participation and interaction in two modes: teacher-student and student-student. Learner participation and interaction are reflected in learning tasks and learning activities with clear-cut lesson module specifications. SELECTED SKILLS: Reading, Speaking, and Writing OBJECTIVE: Students will be able to transfer learned language knowledge in reading to productive language skills: Speaking and Writing. LEARNING OUTCOME [language achievement]

Communication skills in Reading: 1) Scanning; 2) Skimming Communication skills in Speaking: 1) Presenting; 2) Discussing Communication skills in Writing: 1) Detailing; 2) Highlighting

LEARNING TASKS 1-6 [EFFORT: individual presentation and pair discussions] Communication skills in Reading:

1. Scanning [work individually] 2. Skimming [work in pairs] Communication skills in Speaking: Performance score (perhaps 1-10) 1. Presenting [work individually]


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2. Discussing [work in pairs] Communication skills in Writing: Performance score (perhaps 1-10)

1. Detailing [work individually] 2. Highlighting [work in pairs]

LEARNING TASK 7 EFFORT: Students are motivated to overcome reading difficulties by highlighting as well as electronically share learning experiences and thoughts among peers and teachers. [Search for more information from electronically extended reading.]

LEARNING TASK SPECIFICATIONS

[For research tools: pre/post-questionnaire; classroom observation; student feedback; teacher feedback; and selected interview]

Motivational intensity (EFFORT)

1. Students make every effort to communicate meaning and ideas effectively. 2. Students try for good marks and test scores by striving to learn as much as possible. 3. Students look for additional information to clarify points they don’t fully understand. 4. Students share learning experiences and thoughts among peers and teachers.

________________________________________________________________________________ Pre-questionnaire of EFFORT component – Before opening of Module 4 (10 minutes) Directions for students: Please tell us about your motivational intensity in the EFFORT modules 4-6 by choosing figures 1 (low) through 5 (high) to indicate what you feel about the learning tasks, the learning activities, and your classroom performance as shown below. Select the figure by drawing a circle around it [hard copy] or highlighting it in yellow [soft file]: 1. I always make every effort to communicate meanings and ideas effectively in assigned learning

tasks and learning activities...………………………………………………………..…..1 2 3 4 5 2. I always try my best to make good marks and test scores by striving to learn as much as

possible…………………………………………………………………………………..1 2 3 4 5 3. I always look for additional information to clarify points I don’t fully understand……...1 2 3 4 5 4. I always share learning experiences and thoughts among peers and with the teacher…...1 2 3 4 5 5. I often use Scanning techniques to identify the specific information of the text to help me better

understand the reading text ………………………………………………………....…..1 2 3 4 5 6. I often use Skimming techniques to help me get the main idea of the text and better comprehend

the reading text ………………………………………………………………………....1 2 3 4 5 7. I often use Presenting techniques to share new ideas from the reading text assigned in class and communicate them to my peers ……………………………….………..…...1 2 3 4 5 8. I often use Discussing techniques to share learning experiences and thoughts with my partner and the teacher…………………………………………………………...….1 2 3 4 5 9. I often use Detailing reading techniques to help me understand and identify all points being made

in the reading text…………………………………………………………………….....1 2 3 4 5 10. I often use Highlighting techniques to help me understand the important points or facts in the

reading text and to better comprehend the reading text ………………………….....…..1 2 3 4 5 _________________________________________________________________________________


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Post-questionnaire of EFFORT component--Before closing of Module 6 (10 minutes) Directions for students: Please tell us again about your motivational intensity in the EFFORT modules 4-6 by choosing figures 1 (low) to 5 (high) to indicate what you feel about learning tasks, learning activities, and your classroom performance as shown below. Select the figure by drawing a circle around it [hard copy] or highlighting it in yellow [soft file]: I have been… 1. making every effort to communicate meanings and ideas effectively in assigned learning tasks and

learning activities…………………………………………………………………...…...1 2 3 4 5 2. trying my best to make good marks and test scores by striving to learn as much as

possible……………………………………………………………………………...…..1 2 3 4 5 3. trying to look for additional information to clarify the points I didn’t fully understand…1 2 3 4 5 4. sharing learning experiences and thoughts among peers and with the teacher……….….1 2 3 4 5 5. using Scanning techniques to identify the specific information of the text to help me better

understand the reading text ……………………………………………………………..1 2 3 4 5 6. using Skimming techniques to help me get the main idea of the text and better comprehend the

reading text…………………………………………………………………………..….1 2 3 4 5 7. using Presenting techniques to share new ideas from the reading text assigned in class and communicate them to my peers ………………………............................….1 2 3 4 5 8. using Discussing techniques to share learning experiences and thoughts with my partner and the teacher………………………………………………………..…..….1 2 3 4 5 9. using Detailing reading techniques to help me understand and identify all points being made in the

reading text ……………………………………………………………………...……...1 2 3 4 5 10. using Highlighting techniques to help me understand the important points or facts in the reading

text and to better comprehend the reading text ……………………………………..….1 2 3 4 5 _________________________________________________________________________________ 11.3 Attitude-based lesson plan modules 7-9 Lesson model on Reading-Speaking-Writing reflecting ATTITUDE LESSON MODULE LAYOUT

120 minutes allocated: 110 minutes + 10 minutes for spare time Pre-questionnaire of ATTITUDE component – Before opening of Module 7 (10 minutes) ………………………………………………………………….……………………………………... Module explanation – Target learning outcome; objectives; learning task performance assessment; student feedback; and teacher feedback (10 minutes) Silent reading Learning Activity 1 – Communication skills in Reading = Independent searching Learning Activity 2 – Communication skills in Reading = Collaborative searching Learning Activity 3 – Communication skills in Speaking = Reporting Learning Activity 4 – Communication skills in Speaking = Reacting Learning Activity 5 – Communication skills in Writing = Selecting Learning Activity 6 – Communication skills in Writing = Commenting Student feedback (10 minutes) Teacher feedback …………………………………………………………………………..……………………………... Post-questionnaire of ATTITUDE component – Before closing of Module 9 (15 minutes) …………………………………………………………………………………………………………...


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TEACHING METHOD & PROCEDURE: The teacher uses the teaching method and procedure emphasizing learner participation and interaction in two modes: teacher-student and student-student. Learner participation and interaction are reflected in learning tasks and learning activities with clear-cut lesson module specifications. SELECTED SKILLS: Reading, Speaking, and Writing OBJECTIVE: Students will be able to transfer learned language knowledge in reading to productive language skills: Speaking and Writing. LEARNING OUTCOME [language achievement]

Communication skills in Reading: 1) Independent searching; 2) Collaborative searching Communication skills in Speaking: 1) Reporting; 2) Reacting Communication skills in Writing: 1) Selecting; 2) Commenting

LEARNING TASKS 1-6 [ATTITUDE: engage in reading voluntarily both inside and outside the class] Communication skills in Reading:

1. Independent searching [work individually] 2. Collaborative searching [work in pairs] Communication skills in Speaking: Performance score (perhaps 1-10)

1. Reporting [work individually] 2. Reacting [work in pairs]

Communication skills in Writing: Performance score (perhaps 1-10) 1. Selecting [work individually]

2. Commenting [work in pairs]

LEARNING TASK 7 ATTITUDE: Students are motivated to choose their own reading materials as well as a place and time to read them. [Search for more information from electronically extended reading.]

LEARNING TASK SPECIFICATIONS [For research tools: pre/post-questionnaire; classroom observation; student feedback; teacher feedback; and selected interview]

Favorable attitude toward learning a language (ATTITUDE) 1. Students enjoy being in the class and working on learning tasks. 2. Students like to help their peers to complete pair tasks. 3. Students express impressions and positive feelings toward the language and/or about the speakers of the target language.

4. Students feel confident that they can manage to understand the most difficult and complex material presented for practice by the teacher. _________________________________________________________________________________ Pre-questionnaire of ATTITUDE component – Before opening of Module 7 (10 minutes) Directions for students: Please tell us about your attitude toward learning English in the ATTITUDE modules 7-9 by choosing figures 1 (low) through 5 (high) to indicate what you feel about the learning


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tasks, the learning activities, and your classroom performance as shown below. Select the figure by drawing a circle around it [hard copy] or highlighting it in yellow [soft file]: 1. I always enjoy the class and working on assigned learning tasks and learning activities..1 2 3 4 5 2. I am always glad to help my peer to complete pair tasks and activities….........................1 2 3 4 5 3. I always express impressions and positive feelings toward English and/or about speakers …………………………………………………………………………………………....1 2 3 4 5 4. I am always confident to manage and understand the most difficult and complex material presented for practice by the teacher…................................................................1 2 3 4 5 5. I often use an Independent searching for good reading material and voluntarily choose a place and time to read it…...................................................................................1 2 3 4 5 6. I often use a Collaborative searching with my peer for good reading material and voluntarily choose a place and time to read it together…..................................................1 2 3 4 5

7. I often use Reporting techniques to help me express my impressions and feelings about the issues in the reading text given by the teacher…..............................................................................1 2 3 4 5

8. I often use Reacting techniques to express my impressions and feelings about the issues and information in the reading text selected from a collaborative searching…........................1 2 3 4 5

9. I often use Selecting techniques to help me manage and understand the most difficult and complex material presented by the teacher for practice…................................................................1 2 3 4 5

10. I often use Commenting techniques to help my peer to complete assigned learning tasks and learning activities…..........................................................................................1 2 3 4 5 _________________________________________________________________________________ Post-questionnaire of ATTITUDE component—Before closing of Module 9 Directions for students: Please tell us again about your motivational intensity in the ATTITUDE modules 7-9 by choosing figures 1 (low) to 5 (high) to indicate what you feel about learning tasks, learning activities, and your classroom performance as shown below. Select the figure by drawing a circle around it [hard copy] or highlighting it in yellow [soft file]: I have been… 1. enjoying the class and working on assigned learning tasks and learning activities ….......1 2 3 4 5 2. helping my peers to complete pair tasks and activities…...................................................1 2 3 4 5 3. expressing impressions and positive feelings toward English and/or about speakers …....1 2 3 4 5 4. confident in managing and understanding the most difficult and complex material presented for practice by the teacher …....................................................................................................1 2 3 4 5 5. using Independent searching to find good reading material and voluntarily choose a place and time to read it…...................................................................................................1 2 3 4 5 6. using Collaborative searching with their peers to find good reading material and voluntarily choose a place and time to read it together…...................................................1 2 3 4 5

7. using Reporting techniques to help them express their impressions and feelings about the issues in the assigned reading text ….................................................................1 2 3 4 5

8. using Reacting techniques to express their impressions and feelings about the issues and information in the reading text selected from Collaborative searching…...................1 2 3 4 5

9. using Selecting techniques to help them manage and understand the most difficult and complex material presented by me for practice….............................................................................1 2 3 4 5 10. using Commenting techniques to help their peers to complete assigned learning tasks and learning activities …...........................................................................................1 2 3 4 5 _________________________________________________________________________________


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Thai Tourism and Hospitality Education: Current Conditions and Strategic Directions

Nuttapong Jotikasthira1

Nutteera Phakdeephirot2

Sutinee Teeranoot3

College of Tourism and Hospitality, Rangsit University [email protected]

Abstract Tourism and hospitality is an important economic sector supplying both national income and employment to a country like Thailand. The country has problems with its skilled labor available in the tourism sector due to rather insufficient quality of educational outputs in mathematics and science. Improvement of tourism and hospitality education is currently needed. An increasing demand for qualified workforce from the industrial sector has caused a shift in tourism and hospitality skill training from vocational education to higher education with an emphasis on development of generic skills. In Thailand, tourism and hospitality higher education is popular, as seen in 288 programs being operated in 56 public and 38 private universities. With inability to keep pace with industrial changes, Thai tourism education has still focused on development of technical skill training while not paying much attention to generic or transferable skills. Students choosing to study tourism have to go through challenges in academic background and new demands in a tourism career; they tend to be not well-motivated and not well-aware of expectations in the work place. This paper reports current tourism human resource conditions under which Thai educators need to put more efforts in developing generic qualifications in learners. Strategic directions of the field were also suggested in this paper.

Keywords: Thai tourism, hospitality education, current Thai tourism conditions, strategic Thai tourism directions 1. Introduction Tourism and Hospitality is one of the most important sources of Thailand’s Gross Domestic Product and employment. In 2013, the country welcomed 26.5 million inbound tourists while enjoying 42.08 million USD international tourism income with an admirable competitive rank 35 from 140 countries listed in the Global Travel and Tourism Competitiveness Report 2015 (World Economic Forum, 2015). The high competitive rank primarily stemmed from the country’s tourism resources, tourism and transportation infrastructures, price competitiveness, international openness and business environment (Blanke & Chiesa, 2013; World Economic Forum, 2015). Taking a closer look at each of the criteria in the report, one can see Thailand’s difficulties in finding skilled labor in the field (rank 77) which is corresponding to the rankings reported in Global Competitiveness Report that Thai higher education ranks 74 in relation to scores on mathematics and science (rank 79) (Schwab, 2015; World Economic Forum, 2015). Problems with Thai human resource especially in the tourism and hospitality sector were earlier shown in the productivity rate as


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reported by Barnes Report on Convention and Exhibition Industry in 2010, which used per employee sales as an indicator for productivity (Barnes Report, 2010). Productivity was also identified as a critical issue for Thai tourism and hospitality industry that affected the country’s economy. Table 1 reports comparative data using sales per employee of the Convention and Exhibition sector and other important indicators.

Table 1: Comparative Productivity, Skilled Labor Availability in Travel and Tourism, Quality of Higher Education, Mathematics and Science Scores of Thailand and its Neighboring Countries

Country Sales per Employee (USD)

PPP Sales per Employee

(USD)

Thailand Efficiency

ratio

TTCI Rank on Ease of Hiring Skilled Labor

Quality of Education

System Rank

Mathematics and Science Score Rank

Singapore 340,631 469,048.89 18.08 22 3 1

Australia 135,533 115,338.58 4.45 33 13 27 New

Zealand 114,590 111,496.07 4.30 16 7 10

Japan 108,873 89,166.99 3.44 25 27 9 South Korea

20,549 33,577.07 1.29 81 66 30

Malaysia 15,191 29,865.51 1.15 4 6 12

Thailand 12,551 25,942.92 1.00 77 74 79

China 12,698 22,983.38 0.89 30 56 49

Indonesia 8,084 14,300.60 0.55 42 41 52

India 4,026 11,337.22 0.44 45 43 63

Philippines 4,601 9,229.61 0.36 40 31 67 Source: (Barnes Report, 2010; Schwab, 2015; World Economic Forum, 2015)

Table 1 shows Thailand’s inferior productivity ratio in relation to quality of its skilled labor, quality of the education system and quality of mathematics and science education which is fundamental for development of analytical and critical thinking skills. Thai education, including tourism and hospitality education, is evidently becoming a critical issue for the country to tackle if it aspires to be the leading tourism hub of Asia. 2. Tourism and Hospitality Training as Part of Vocational Education Tourism and Hospitality industry, as part of vocational education, traditionally trains vocational skills to people in the service industry. They are normally trained as blue collars who later on tend to find themselves stuck mid-way on the managerial organizational ladder (Pimpa & Suwannapirom, 2008). Vocational education mainly deals with training of craftsmanship and technical skills required in front-line employees with a slight touch on development of basic transferable skills (Patel, 2012; Schmidtke & Chen, 2012). Therefore, conventional tourism and hospitality education places a high weight on training learners for their technical skills. As known, the tourism and hospitality industry has gone through drastic changes in industrial structure, competition, consumer requirement as well as relevant laws


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and regulations. These have resulted from proliferation and application of information technology that in turn have made many of tourism products or services redundant in the market due to higher accessibility to information through personal digital devices (AirPlus International Incorporation, 2011; Anderson, Hagen, & Harter, 2011; Friedrich, Peterson, & Koster, 2011). As evidently seen, group visits to conventional sites have almost vanished from the market except for tourist groups from emerging economies like China and Russia from which tourists have language and travel experience barriers, and thus requiring services to reduce travel risks (Anderson et al., 2011; Bingman, 2011; Hawkins & Mothersbaugh, 2010). Business merging and acquisition as part of globalization and free trade liberalization have changed work standards and organizational culture in the tourism industry. Many of the legendary tour operators have been merged, rescaled, or even closed down (Dooley, 2008). Tourism and hospitality employees are currently expected to solve problems, handle the market and the products, negotiate with suppliers and becoming more adaptive to new demands for change. In Thailand and other high power-distance cultures, vocational education is regarded as inferior with a limited educational pathway for some people with academic limitation or even those with behaviors deviating from social norms (Gerawatanakaset, 2008; Pimpa & Suwannapirom, 2008). On the contrary, low power-distance countries tend to regard vocational education as an alternative career pathway taken by a number of their young people instead of mainstream education (Hirche, 2012; Hirvonen, 2011). From such a positive perspective of vocational education together with economic and cultural factors, tourism and hospitality education has become a strong option in Thai higher education. 3. Tourism and Hospitality in Higher Education As mentioned in the previous sections, tourism and hospitality workforce requires individual employees to perform more than just servicing according to the organizations’ standard operation practices, commonly known as SOP. They need to be adaptive, possess people-skills, problem-solving skills, business instinct, and internal focus to cope with difficulties encountered at work. Vocational education has therefore been included as part of higher education worldwide at both the undergraduate and graduate levels. Tourism and hospitality education is a truly interdisciplinary study by nature with a significant difference from other interdisciplinary fields in that it requires deep understanding of various unrelated fields with a distinguished passion for service and hospitality. Ideal graduates are pictured to be those who are adept in business not less than business school graduates, not less adept in communication regarding the use of foreign languages and cross cultural communication, not less adept in psychology, and not less knowledgeable in history, anthropology, geography, while being cultivated as hospitable and service-minded personnel with emotional maturity. Tourism and hospitality work standards can be easily obsolete, if not constantly updated to cope with changes of external factors; such standards can be easily trained on-the-job in human resource development activities (Soderquist, Papalexandris, Ioannou, & Prastacos, 2010). To make sure that their graduates fit well in the industry as expected by


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prospective employers and customers, higher education institutions need to turn to development of soft skills and right professional attitudes for the industry, particularly graduates’ ability to adapt themselves to rapid and unpredictable changes. Tourism and hospitality education is in fact to fill in the gap between demand and supply in the domestic and international labor market (Pani, Das, & Sharma, 2015). Such a function is found disappointing to potential employers, as graduates do not have the qualifications expected regarding their generic skills and knowledge to complete tasks in their job description (Kong, 2015). Tourism and hospitality requires people to possess soft skills and competencies which are hard to observe in the learning process and also take longer time to develop (Rowe, 1995; Baum, 2008). With awareness of these on-the-job limitations, most foreign universities especially in the western world tend not to have a great number of technical-skill courses, but allocate time for internship in the real context of the tourism and hospitality industry. Most universities require students to pass extensive industrial placement and jointly evaluate the students with partnered business organizations. On the contrary, tourism and hospitality in higher education in emerging or developing countries tend to emphasize training of technical skills with little attention to soft skills that underlie technical skill mastery and solving skills in handling daily problems (Baum, 2008; Priyadarshini & Dave, 2012). In this regard, tourism and hospitality in higher education of developing countries urgently need to adopt a paradigm shift, modernize the curriculum, pedagogical and instructional approaches and more importantly, seek partnership with the industry (Pani et al., 2015). As earlier mentioned, motivation to work with passion, and understanding of work nature in the tourism and hospitality industry are of prime importance for graduates to succeed in their tourism career. It should be noted that students tend to choose tourism and hospitality programs for their higher education for several reasons. In western countries where students start working on a part-time basis to earn their living and acquire life skills, those who have positive professional experience with tourism and hospitality job during their pre-college years choose to enter the field of tourism and hospitality. Such students tend to come from open-minded families or relatively low socio-economic background. Their families tend to value a profession in tourism and hospitality education as a choice for intellectual challenge (Whamsley, 2012). In contrast, students in developing countries tend to choose tourism and hospitality as an easy major subject to earn a degree while having fun in campus life. Some even select it as a rebound path after failure in their first option. Some others take the program with misconception that studying tourism equates travelling. Students with such motives for tourism and hospitality tend be less motivated in their study and thus not pursue a tourism career after graduation (Whamsley, 2012). It was suggested in the work of Whamsley (2012) that tourism and hospitality educators should segment students to differentiate their intellectual and behavioral development as needed according to the demand of the hospitality and tourism workforce. Educators should work closely with counselling teachers in secondary schools to ensure that


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students have the right understanding about the study and work nature of tourism and hospitality. As in the case of Thailand, part-time work for secondary school students is not common among middle and upper-middle class families. Most students choose a tourism major without passion for the career or a good understanding of the expectations and work nature of the tourism and hospitality industry. 4. Thai Tourism and Hospitality Education and its Current Situation Currently, higher education in the field of tourism and hospitality is highly popular among university students. As in 2015, there were 288 degree programs in the field tourism operated in 56 public universities and 38 private universities (Vinijvorakijkul, 2015). The core of the degree program can be business of administration, arts or science with single or combined concentrations (Vinijvorakijkul, 2015). Some programs are designed to develop students in both tourism and hospitality; some others simply develop students for the employment market or for specific segments in the tourism and hospitality sector including culinary arts, aviation services, MICE (Meeting, Incentive Travel, Convention, and Exhibition), spa, and special themes in tourism, particularly sustainable tourism and creative tourism. Students coming in the study programs usually do not have a clear understanding of the tourism career expectations. They are not aware of integrated skills and knowledge from a broad range of disciplines and needs for constant updates in knowledge and technical skills to accommodate the market and industrial changes. As a consequence, such students tend to have poor academic records. Without good learning motivation, they are not determined to develop skills, knowledge, and attitudes to meet with expected standards of the industry. This phenomenon appears to be worse in private universities with relatively low academic student input. It should be emphasized for Thai educators in private institutions that student quality is the first challenge of tourism and hospitality higher education. To ensure students’ success in the program and career after graduation, private institution educators should strive more in developing students with relatively weak academic background and limited learning skills (Jotikasthira & Jotikasthira, 2012). Thai higher education has identified its inferior quality as stemming from low performance in competing destinations at the international level, as reported in the work by Yousapronpaiboon (2014) and Schwab (2015). It was pointed out that Thailand higher education quality is inferior to most of competing destinations in the Pacific-Asia sub-region (see Table 1). Yousapronpaiboon (2014, 2015) measured quality of higher education service quality by comparing expectation and perception of service levels of higher education institutions in five areas, namely reliability, empathy, responsiveness, assurance, and tangibles. The study showed disappointing results as the perception falls significantly under the expectation in all areas of study. Yousapronpaiboon (2014) cautioned the universities to improve how they interact with students for better learning results. In addition, students with relatively weak academic background should deserve more attention from program operators.


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There should still be hope for educators to equip students’ technical and soft skills to meet expectations of the tourism and hospitality industry. The Thai government has set its goal to improve the quality of Thai education system with remedial measures taken by the Office of Higher Education Commission and the Ministry of Education. The use of Thailand Qualification Framework (TQF) was prescribed by the Office of Higher Education Commission and imposed it on all higher education programs. The TQF carries eight program components: (1) General information of the program, (2) Specifications of the program, (3) Education management system, program implementation and curriculum structure, (4) Learning outcomes, and teaching and assessment strategies, (5) Evaluation criteria for students’ learning outcomes, (6) Teaching staff development, (7) Quality assurance of the program, and (8) Evaluation and revision of program operations (see exemplified contents of TQF 2 in Appendix A). As for TQF 1 which specifies professional standards of specialized fields, nationally-recognized academics in the fields were invited to develop curriculum standards for both the program contents and learner performances in congruence with ASEAN standards. TQF1 therefore serves as a set of guiding standards for all other TQF forms—from 2-7—covering all aspects of curricula, implementation, evaluation, revision and coordination with the industries concerned. It should be noted for the field of tourism and hospitality as guided in TQF 1 has still focused on technical skills rather than soft skills that in fact ironically determine the quality of technical skills in graduates. Such limitations in TQF 1 could have stemmed from condition under which those nationally-recognized academics perhaps may not really be in touch with the current state of the art in tourism and industry, and thus not being able to perceive rapid changes in the tourism industry or anticipate the future landscape of the industry.

As for the course subject design in TQF 2, it is generally derived from an analysis of tasks and expected performances in the tourism and hospitality industry in which course designers should be aware of and ready for industrial changes which currently appear to be non-structured and volatile (Jotikasthira & Jotikasthira, 2012). Such limited vision has resulted in keeping, for example, a tour guiding course compulsory in TQF 1. As it turns out now, such a course has become obsolete because of information technology accessible to tourists online. The course typically carries cook-book-like contents for traditional instruction on characteristics of major tourism sites in Thailand and how to describe them to the targeted audience. In international institutions, tour guiding has been approached differently with training hours for site interpretation and students need to integrate their communication skills, foreign language, and sources of knowledge in anthropology, archeology, history, biodiversity science and geography—all to make their site interpretation interesting to the targeted tourist groups. As the tourism profession, including 32 positions in tourism, hotel, and restaurants, has rapidly flourished and required skilled labor by the standards of Association of South East Asian Nations’ Mutual Recognition Arrangement (ASEAN-MRA), a set of common competencies has been established and implemented. The standard set of competencies is called ASEAN Common Competency Standard for Tourism Professionals (ACCSTP) (Economic Ingelligence Center: Siam Commercial Bank, 2011; Soydhurum, 2012a).


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ACCSTP contains 242 competency units and the Thai government is now observing them by imposing rules and regulations on universities offering programs in the field and establishing assessment centers (Soydhurum, 2012b). The competency set, in fact, combines knowledge, skills, and attributes (known as KSA) to generate specific work standards (Weber, Finley, Crawford, & Rivera Jr., 2009). ACCSTP specifies job standards required for different tasks, and positions. It was noted by Chapman & Lovell (2006) that soft skill competencies and attributes tend to outnumber knowledge or hard/ technical skills and that the former underlie the mastery of the latter. It is clear that soft or transferable skills as well as attributes such as attitudes, personality, manners, and personal grooming are clearly put in priority for the tourism and hospitality industry. Trying to help their graduates qualified for the ACCSTP standards s, Thai universities include competency units into different course subjects without decomposing them into knowledge, skills, and attributes (Jotikasthira & Jotikasthira, 2012). For example, one of the competency units for food production division, is the ability to present and display food products. This competency unit comprises three elements, namely (1) preparing and garnishing accompaniments, (2) presenting plated foods, and (3) storing and garnishing accompaniments. To master such a competency unit, students are to understand food nature, have aesthetic eyes, know cost of different garnishes and accompaniments, apply color composition guidelines, perceive taste and preference of consumer groups and the like. To translate competency units into course instruction and evaluation processes, educators are to decompose the units into skills, knowledge, and attitudes (KSA) and develop or train students accordingly. They are to put in greater efforts in training academically weak students to master technical skills in a fluid work environment. It is important that they help coach and groom students to acquire generic skills and the right attitude for a career in tourism and hospitality. It can be concluded that Thai tourism and hospitality higher education is primarily characterized by student intake with rather weak academic background, vague understanding of the industry, and rather low motivation to stretch themselves for the ACCSTP standard. Secondly, the existing curricula place too much weight on training of technical skills while downplaying the importance of generic and transferable skills. As such, tourism and hospitality higher education in Thailand has an up-hill task lying ahead to meet expectations of the industry as well as ASEAN competency standards.

5. Strategic Moves of Thai Tourism and Hospitality Higher Education Since higher education program operators in tourism and hospitality have been forced by circumstances to comply with the curriculum standard or TQF 1 imposed by Office of Higher Education Commission and the Ministry of Education. Their first strategy is to follow program requirements in general education, followed by course designs for both technical and soft skill competencies, instructional approaches, and evaluation methods to help students attain their mastery.


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The second strategy is to modify general education courses with an additional focus on soft or transferable skills in support of technical skills; such modification includes interpersonal skills, critical thinking, lateral analysis, and mathematics. The third strategy deals with an exit measure for students’ technical skills, soft or transferable skills and performances in the framework of ASEAN standards. This is to ensure quality of graduates for prospective employers as well as employment opportunities and career progress (Kong, 2015). The fourth strategy is to build in graduates thinking and communication skills with the use of the problem-based pedagogical approach (Zwaal & Hans, 2015). With such an approach, subject courses are first decomposed and later recomposed into modules according to organizational functions. Both theories and practicum training are instructed by specifications of individual modules. In parallel with lecture and practicum training, students should be given cases that challenge problem-solving skills in the real work context. As Zwaal & Hans (2015) asserted, lecturers are to play their role as tutors and facilitators to support and encourage students to interact and express their viewpoints with sound justification. The problem-based pedagogical approach is meant, after all, to train students with required knowledge, skills, and attributes in an integrated manner. This approach has been used in tourism and hospitality schools in the European Community. Such application of the approach with past success of these institutions should suggest to those Thai universities that it would be worth following an example of good practices. The fifth and final strategy is to develop a dual-degree program to accommodate international internship and provide career-based learning experience for greater opportunities for a career in tourism and hospitality, both locally and internationally. Such a program has been attempted at a private university, in which there is cooperation between the private university and a French institute for economic and commercial studies (Jotikasthira & Jotikasthira, 2012). The newly modified program integrates technical and soft skills and internship at the local and international levels. The purpose is to provide great opportunities for learning, training, and developing skills up to the ASEAN and European standards in the tourism and hospitality industry (see exemplified program design in Appendix A). 6. Conclusion An ever more demanding industrial environment in the field of tourism and industry has shifted teaching and learning at the university level for technical and soft skills toward the problem-based pedagogical approach. The significance of generic and transferable skills has been imposed on both public and private higher education institutions in Thailand. Besides their attempts to meet with the ASEAN standards in the tourism and hospitality industry, they have to cope with relatively weak student input with low learning motivation. Worse still, students have inaccurate understanding of the industrial environments and work natures.


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To remedy shortcomings in the curriculum and instruction of tourism and industry to meet the ASEAN standards, the Office of Higher Education Commission has prescribed Thailand Qualification Framework (TQF) for tertiary education institutions. The curriculum is to give weight not only to technical skills but soft and generic/ transferable skills. With the new standards from the ASEAN economic integration, Thai tourism and hospitality education has to pay attention to required competencies. Translating those prescribed competencies into subject courses is not an easy practice due to competency standard units designed by ASEAN Secretariat Office requiring KSA--knowledge, skills, and attributes—to be relevant to each context of tourism and hospitality. In this regard, Thai educators need to interpret KSA as pertinent to Thailand or at least to neighboring countries to ensure career opportunities for graduates. As perceived by the authors of this paper, Thai educators need to strive hard in exerting their efforts in teaching and training their students for target competencies. They may have to adopt the problem-based pedagogical approach, as currently used in the European Community, for students’ better performances and competitiveness in the workplace. General education requirements should also be modified to include generic/ transferable skills and nurture the right professional attitude. Internship should include cooperation from international partners, as seen appropriate by the host institution. Such a move could serve as a fast track to improve curricula, instructional methods, and internship requirements, and after all to produce qualified graduates for the tourism and hospitality industry for the country.

7. The Authors Nuttapong Jotikasthira, Ph.D., is a full-time lecturer at the College of Tourism and Hospitality, Rangsit University, Thailand. His research interest lies in the areas of educational development for the tourism and hospitality industry, problem-based instruction in tourism cases, and current issues in the tourism landscape of Thailand and ASEAN countries. Nutteera Phakdeephirot, Ph.D., and Sutinee Teeranoot, Ph.D., are full-time lecturers at College of Tourism and Hospitality, Rangsit University. Both have been working on tourism research projects under leadership and supervision of Dr Nuttapong Jotikasthira. 8. References Air Plus International Incorporation. (2011). Mobile Tools Remain an Area for Opportunities for Travel Managers The Wire from Air Plus (May 2011 ed., pp.2.). Alexandria: Air Plus International Corporation.

Anderson, M, Hagen, H., & Harter, G. (2011). The Coming Waves of “Social Apondomics”. Strategy + Business, Spring 2011, 4. Barnes Report. (2010). Worldwide Convention & Trade Show Organizers (NAICS 56192). New York: Barnes and Co.


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Baum, T. (2008). Implications of Hospitality and Tourism Labor Marets for Talent Management Strategies. International Journal of Contemporary Hospitality Management, 20(7), 720-729. Bingman, J. Tripadvisors 50 millionth review. (online) http://www.telegraph.co.uk/travel/travelnews/8651440/TripAdvisor-celebrates-50-millionth-review.html, July 21, 2011. Blanke, J., & Chiesa, T.(2013). The Travel & Tourism Competitiveness Report 2013: Reducing Barriers to Economic Growth and job Creation. Davos: World Economic Forum. Chapman, J.A. & Lovell, G. (2006). The competency model of hospitality service; why it doesn’t deliver. International Journal of Contemporary hospitality Management, 18(1), 78-88. Dooley, G. (2008). Industry deals of the year: These mergers and acquisitions are proof that the industry has many healthy years ahead, Travel Agents, December 22, 2008. Economic Intelligence Center: Siam Commercial Bank. (2011). How Thai Business will progress in the AEC Era? In S. C. bank (Ed.), Siam Commercial bank (February 2011 ed.,pp.30). Bangkok: Siam Commercial Bank. Friedrich, R, Peterson,M., & Koster, A. (2011). The Rise of Generation C. Strategic and Business, Spring 2011, 54-64. Gerawatanakaset, M. (2008, 19-28 November 2008). A Strategic Planning of Thailand Vocational Education Management. Paper presented at the Sustainability in Higher Education; Direction and change. Edith Cowan University, Perth Australia. Hawkins,D. L., & Mothersbaugh, D.L. (2010). Consumer Behaviour (Eleventh ed.). Boston: McGrawHill. Hirche, W. (2012). Involving the Young: The German Approach to Vocational Education. Journal of education for Sustainable Development, 6, 115-120. Hirvonen,M. (2011). From vocational training to open learning environments: vocational special needs education during change. Journal of research in Special education Needs, 11(2), 141-148. Jotikasthira, N., & Jotikasthira, E. (2012). Marketing Planning and Decision in Tourism Business. In W. Silparcha (Ed.). Professional Experience for Tourism Management,1, 870. Nonthaburi: Sukhothai Thammathirat Open University.


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Kong, A. P. K. (2015). The diliemma facing higher education and industry in tourism and hospitality. Springer Plus, 4 (Supplement 2), 1-2. Pani, A., Das, B. & Sharma, M. (2015). Changing Dynamics of Hospitality & Tourism Education and its Impact of Employability. KIIT Journal of management, 11(1), 11-12. Patel, R. (2012). Are we there yet? Vocational education at crossroads. Local Economy, 27(3), 227-231. Pimpa, N., & Suwannapirom, S. (2008). Thai students’ choices of vocational education: marketing factors and reference groups. Education Research Policy and Practice, 7(99), 99-107. Priyadarshini, R. R. G., Dave, D. (2012). Compeency- based training needs assessment model. Management and Labour Studies, 37(3), 195-207. Rowe, C. (1995). Clarifying the use of competence and competency model in recruitment, assessment, and staff development. Industrial and commercial training, 11, 12-17. Schmidtke, C., & Chen, p. (2012). Philosophy of Vocational Education in Chaina: A History Overview. Journal of Philosophy of Education, 46(3), 432-448. Schwab, K (2015). Global Competitiveness Report 2015-2016. Davos: World Economic Forum. Soderquist, K. E., Papalexandris, A., Ioannou, G., & Prastacos, G. (2010). From task based to competency based: A typology and process supporting critical HRM transition. Personnel Review, 39(3), 325-346. Soydhurum, P. (2012a). ASEAN Mutual Recognition Arrangement on Tourism Professionals: MRA-TP. Paper presented at the Seminar on Tourism Professional Certification Network (Central Part of Thailand Cluster), Dusit Thani College, Thailand. Soydhurum, P. (2012b). Developing ASEAN Tourism Curriculum the ASEAN Units Competency. Paper presented at the Seminar on Tourism Professional Competency Network (Central Thailand Cluster), Dusit Thani College, Thailand. Vinijvorakijkul, N. (2015). Tourism Human Capital Database Development from Data of Higher Education Institutions. Journal of International and Thai Tourism. 11(2), 3-23. Weber, M.R, Finely, D.A, Crawford, A. & Rivera Jr., D. (2009). An exploratory study identifying soft skill competencies in entry level managers. Tourism and Hospitality Research, 9(4), 353-361.


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Whamsley, A. (2012). Pathways into tourism higher education. Journal of Hospitality, Leisure, Sport & Tourism Education, 11, 131-139. World Economic Forum. (2015). The Travel and Tourism Competitiveness Report 2015. In K. Schwab (Ed.), Growth through Shock (pp.519). Geneva: World Economic Forum. Yousapronpaiboon, K. (2014). SERQUAL: Measuring higher education service quality in Thailand. Procedia-Social and Behavioral Sciences, 116, 1088-1095. Zwaal, W., & Hans, O. (2015). Aligning Principles and practice in problem-based hospitality management education. Journal of Hospitality, Leisure, Sport and Tourism Education, 16, 22-29. 9. Appendix A: Components of Thailand’s Qualification Framework (TQF) Codes: XX = Thai private university; YY Institute = first international partner; ZZ Institute = second international partner

XX University

Thailand Qualification Framework 2 (TQF 2): Bachelor of Technology in International Culinary Arts and Technology

Under Cooperation with YY Institute and ZZ Institute, the European community

Component 1: General information of the program 1. Name of Program 2. Name of Degree and Concentration 3. Major 4. Number of Credits throughout the Program 5. Format of the Program 6. Status of the Program and University’s Council’s Consideration 7. Readiness of the Program for Dissemination of the Quality Assurance 8. Professions that Graduates Can Pursue after Graduation 9. Name, Identity Number, Academic Titles and Education Qualifications of Responsible Lecturers 10. External Factors or Development Taken into Consideration when Planning the Program 11. Impacts from Factors Mentioned in (11) Relevant to Program Planning and Mission of the Institute 12. Relation with Other Programs Operated by Other Faculties and Departments of Rangsit University

Component 2: Specifications of the program, 1. Philosophy, Significance, and Objectives of the Program Example: The program is an interdisciplinary professional degree integrative of knowledge, skills from relevant subject areas to ensure that the program is up-to-date both the theory and practicum parts. The program makes sure that graduates are employable in the international food and beverage and hospitality labor market, are able to climb up the organizational ladder successfully in national, regional, and international levels The program contains knowledge and skills covering planning, development, administering, communication, information technology, foreign languages, and preservation of environment and


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national identities while being compatible to the international standard The program commits to provide high standard education and practicum training well recognizable from the industry both at local, regional and international levels for graduates’ competence, attitude, ethics, and professionalism

The programs aim to nurture conscientiousness in graduates compatible to sustainable development, dharmacratic society and support equality of the society Program Objectives

To develop learners and graduates with virtues, ethics, service-mind, consciousness about social responsibility, modesty, good manners according to both Thai and international norms

To develop learners and graduates who are both knowledgeable and skillful in culinary arts and technology as well as adept in management according to the international standard

To develop and nurture learners who are capable in analyzing and seek constructive solutions to problems, have sound judgment appropriate to contexts and situations To develop and nurture learners and graduates with good personality and attitude, are able to successfully work with others, and are constantly proactive in developing themselves professionally

To develop learners and graduates who are adept in using information and communication technology as well as foreign languages and cross cultural communication To develop learners and graduates to use figures and statistics in analyzing situations and support decision making and planning at work

2. Program Modification and Development Plan Example: Development/ modification plan: Modify the curriculum according to the food and beverage industrial change both at the national and international levels

Strategies: Establish network with industry, both public and private organizations, to analyze the need, trends, and expectations of the industry

Indicator: The established network has not less than 5 member organizations that are public authorities and professional associations

The established network has not less than 5 member organizations that are private organizations

The network members meet at least once a year

Evidences: Minutes of meeting Consultancy record with concerned authorities and professional associations


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Component 3: Education management system, program implementation and curriculum structure 1. Education Management System Example: System: The program is arranged in semester system. One academic year contains two semesters. Each normal semester lasts not less than 15 consecutive weeks

Arrangement of Summer Semester One summer semester per year with duration of not less than 6 consecutive weeks

Credit Equivalence in Semester Program None

Qualification of Eligible Applicants: Possess high school certificate or equivalent from institutes recognized by the Thai Ministry of Education with Grade Point Average of 2.5 or higher in 4- point system or equivalent High English proficiency (IELTS Score Band 4.5 or Paper-based TOEFL 480, or Computer- based TOEFL 153, or Internet-based TOEFL 53 or higher)

Pass the interview assessment by the admission committee

2. Program Implementation Example: Languages: Students are to enroll in 5 subjects in this subject groups according to the following conditions

Condition One: Students enroll one subject from Thai Language Group and 4 subjects from English

Language Group

Condition Two: Students enroll one subject from Thai Language Group, Two subjects from English Group

and other two subjects from other language groups. However, condition two will only apply when students have Grade Point Average (GPA) higher than 3.00. Their enrollment must be approved by the Dean/ Rector

3. Admission Plan and Graduates during Five Year Period 4. Education Provision System 5. Credit, Subject Course, and Inter University Enrollment (if any) 6. Curriculum 6.1 Subject Courses in the Curriculum General Education 30 Credits Specific Courses 114 Credits 6.2 Foundation Courses 33 Credits Example: Number of Credit (Lecture- Practicum-Self Study) IAC 111 Accounting for Non-accountant 3 (3-0-6) ICA 102 Personality Development and Hospitality Arts 3 (3-0-6) ICA 103 Food and Beverage Operations and Management 3 (2-2-5) ICA 202 Psychology for Service Industry and Cross Cultural Communication


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3 (3-0-6) ICB 101 Food Chemistry and Analysis 3 (3-0-6) ICB 201 Food Microbiology and Food Hygiene 3 (3-0-6) ICB 301 Food Processing I 3 (2-2-5) ICB 302 Food Quality Control and Product Development 3 (3-0-6) IFN 201 Business Finance 3 (3-0-6) IMG 201 Modern Management and Organization Behavior 3 (3-0-6) IMK 201 Principle of Marketing 3 (3-0-6)

Core Requisite Courses: Number of Credit (Lecture- Practicum-Self Study) ICA 111 Introduction to Culinary Studies 3 (1-4-4) ICA 112 Cooking Methods 3 (1-4-4) ICA 113 Stock and Sauces in French Cuisines 3 (1-4-4) ICA 114 Fruits and Vegetable-based Side Dishes 3 (1-4-4) ICA 201 Ethics and Law in Food and Beverage Business 3 (3-0-6) ICA 211 Cold Hor d’ Oeuvres and Appetizers 3 (1-4-4) ICA 212 Hot Hor d’ Oeuvres and Appetizers 3 (1-4-4) ICA 213 Fish and Shellfish 3 (1-4-4) ICA 214 Meats and Poultry 3 (1-4-4) ICA 215 Creams and Dough for Traditional and Modern Pastry 3 (1-4-4) ICA 221 Thai Culinary Arts 3 (1-4-4) ICA 224 Halal Food and Islamic Kitchen Operation 3 (2-2-5) ICA 321 Kitchen Operation and Management 3 (2-2-5) ICA 322 Human Resource Management in Food and Beverage Industry 3 (3-0-6) ICA 323 Purchasing Management in Food and Beverage Service Businesses 3 (3-0-6) ICA 324 Food and Beverage Startup Creation 3 (1-4-4) ICA 325 Business Strategy and Operation Management in Food and Beverage Industry 3 (3-0-6) ICA 426 International Business Competencies and Methods 3 (3-0-6) ICA 427 International Management and Personal Skills 3 (1-4-4)

6.3 Core Courses 87 Credits Core Requisite Courses 57 Credits Core Elective Courses 9 Credits Example:

Students are required to enroll three courses (9 credits) from one of the following groups French Culinary Arts:

Students who choose to obtain “Bachelor of Business Administration” from ZZ Institute are required to choose this subject group

Number of Credit (Lecture- Practicum-Self Study) ICA 331 French Regional Cuisine: Traditional Recipes and Contemporary Trends

3 (1-4-4) ICA 332 International Influenced in French Cuisines 3 (1-4-4) ICA 333 Creative Evolution in French Cuisine 3 (1-4-4)

Thai Culinary Arts Number of Credit (Lecture- Practicum-Self Study)


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ICA 341 Thai Appetizers and Hord’ Oeuvres 3 (2-2-5) ICA 342 Thai Culinary Arts of the Royal Court 3 (1-4-4) ICA 343 Thai Regional Culinary Arts 3 (1-4-4)

Language Electives 15 Credits 1) French Language 2) Chinese Language 3) Japanese Language 4) Arabic Language

6.4 Cooperative Education 6 Credits 6.5 Free Electives 6 Credits 6.6 Courses with Shared Responsibility of XX University, Institute YY and Institute ZZ, the European Community

7. Study Plan Year One Year Two Year Three Year Four

8. Course Description

9. General Education 30 Credits Science and Mathematics 9 Credits Specific Courses 120 Credits Foundation Courses 33 Credits 10. Core Courses 87 Credits Core Requisite Courses 57 Credits Core Elective Courses 9 Credits 1) French Culinary Arts 2) Thai Culinary Arts 11. Language Electives 15 Credits 1) French Language 2) Chinese Language 3) Japanese Language

12. Cooperative Education 6 Credits 13. Name, Academic Title, Qualifications, Academic Work and Professional Experience

14. Components related to Field Experiences Standard of the Field Experience Time Period Schedule

Component 4: Learning outcomes, and teaching and assessment strategies, 1. Development of Special Desirable Characteristics of Graduates Example: Physical Characteristics: Students dress presentably and appropriately accordingly to the social and professional contexts.


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Students shows good social manner, gesture, and facial expressions appropriate to social roles, contexts and professional situations Strategies and/or Student Activities Mutually determine classroom and program rules and enforce rules to all students

Practice of social manner and etiquette in class activities and role playing activities

Verbal Characteristics: Students hold appropriate and polite verbal expressions according to communication partner, situations, venues, and contexts

Students can use verbal communication to portray imageries, descriptive and communicate their ideas effectively

Students can use English well

Strategies and/or Student Activities: Role playing in simulated situations Practice of verbal expression during project presentation Speech making extracurricular activities

Attitudinal Characteristics: Students have service mind Students are empathetic Students are open-minded Students are conscious about prioritizing the interest of group, organization, and society before their personal interests Students have high self-esteem

Strategies and/or Student Activities: Through classroom activities Reiteration of importance of food and beverage business industry to national social and economic development Include relevant subjects in general education and foundation courses

Other Capabilities: Proactive in seeking additional knowledge, be observant, make rational argument with sound justification, are able to solve problems well, are adept in negotiating and handling complaints

Strategies and/or Student Activities: In class activities Field experience through Cooperative Education Teaching through case studies

2. Development of Learning Outcomes

3. Curriculum Mapping of Learning Outcome Distribution Learning Outcomes for General Education Curriculum Mapping for General Education Learning Outcomes for Specific Courses Example: Ethics and Conscience Learning Outcomes: Students are well conscientious about their professionalism in food and beverage industry Students consistently demonstrate their integrity in food and beverage professional context Students are well disciplined and are responsible for themselves, customers and societies


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Students respect regulations and guidelines in food and beverage industry and respect the rights of customers while being receptive to others’ opinions

4. Curriculum Mapping for Specific Courses

Component 5: Evaluation criteria for students’ learning outcomes, 1. Regulations or Guidelines for Grading Assessment of Performance There are 8 letter grades with their respective numeric values as stated below Non numerical Grades are stated below

2. Verification of Students’ Achievement Process Example:

Lecturers submit examination paper and other assessment tools for the consideration of program’s academic supervision committee

College of Tourism and Hospitality appoints Academic Supervision Committee responsible for supervising quality of course content, instruction techniques, assessment tools, and students’ performance

YY Institute jointly assesses students with examiners from Lycée Hôtelier de la Rénaissance, in La Réunion Island, France DOMTOM for their practicum skills at the end of Year Two before students are allowed to enroll in core-elective courses

College of Tourism and Hospitality together with ZZ Institute by the end of Year Three before departing to study in France

3. Program Completion Requirements

Component 6: Teaching staff development, 1. Preparation for Newly Admitted Lecturers 2. Development of Professional Skills and Knowledge for Lecturers

Component 7: Quality assurance of the program As guided by the Office of National Quality Assurance in five areas: (1) Graduates, (2) Research, (3) Academic Services, (4) Cultural Maintenance and Promotion, and (5) Management

Component 8: Evaluation and revision of program operations As guided by the Office of Higher Education Commission


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Visiting Professors’ Voices for Change: An Institutional Study of Classroom Environment and Its Impacts on Instructional Practices in a Thai Tertiary Education

Context

Chatchawan Chaiyasat Institute of International Studies, Ramkhamhaeng University, Thailand

[email protected]

Abstract Certain teaching facilities are needed to support educational institutions for their staff’s success in delivering instruction. This institutional research examined responses from 21 visiting professors from various countries, in an institute of international studies at a Thai open university in Thailand. The purpose was to find out whether they were satisfied with classroom facilities and conditions as provided, and whether these two factors had impacts on their instructional practices. Data were electronically collected from 21 voluntary subjects with the use of a closed-ended questionnaire, followed by an open-ended question. Quantitative data analysis was by PASW Statistics 18 (formerly known as SPSS Statistics), and qualitative data analysis was by NVivo 10 software package. The findings indicated that the visiting professors wanted availability and functionality of classroom facilities and equipment, and these factors had impacts on their instruction practices. The results have practical implications for the authorities and stakeholders in tertiary education to provide for academic staff members with positive classroom environment with functional facilities and instruction-aided equipment. Keywords: Visiting professors, satisfaction, classroom environment, instructional practices, Thai tertiary education 1. Introduction

This small-scale institutional research reports twenty-one visiting professors’ satisfactions with the classroom facilities and equipment provided for their instruction in an institute of international studies at an open university in Thailand. The study was to investigate possible impacts of physical classrooms on instructors’ teaching while taking the visiting professors’ suggestions for quality classroom facilities and instruction-assisted equipment. The obtained findings were to generate practical implications for all stakeholders regarding effective classroom conditions in higher education settings.

The institute at an open university under study was established in 1999, offering

English-medium programs in a wide range of disciplines both at the undergraduate and postgraduate levels in the social sciences and humanities. The university has Thai and expatriate staff members and exchange international students. At the time of data collection, the institute had visiting professors as 90% of its academic staff; these visiting academics were from overseas and local universities affiliated with overseas institutions on a short-term contract. Since the number of international visitors reached 90%, there was a sharp increase


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in demands for academic support and classroom facilities to provide quality teaching and learning processes.

2. Literature Review This section reviews earlier studies on key issues related to facilities for teaching environment and possible impacts on instruction in tertiary education. These previous studies serve as background of the present study.

Availability and functionality of well-equipped and sufficient classroom facilities and equipment play a vital role for success in learning and teaching practices in the higher educational context, which in turn affect the quality of education. Physical aspects of classroom learning environments and users’ perceptions toward them can either enhance or constrain effectiveness of instruction (Anderson, 2004). As a consequence, students’ academic performance can be negatively influenced by dysfunctional classroom physical environments and unavailability of assisted-teaching/ -learning facilities and equipment.

Past research found classroom environments having positive and negative impacts on

instructors’ attitudes and effectiveness in classroom instruction. Buckley, Schneider & Shang (2004) pointed out that physical aspects of the classroom learning environment can affect both psychological and physiological aspects of instructors’ ability to teach, including morale and safety. Classroom facilities enable instructors to teach as planned and help facilitate students’ learning. Earthman & Lemasters (2009) investigated teachers’ attitudes about classroom conditions, indicating that classroom conditions can have impacts on teachers’ viewpoints on pleasant and healthy conditions for them and their students. Such a point was elaborated by Earthman (2016) that inadequacy of classroom facilities affect teachers’ classroom practices and students’ academic achievement. These studies clearly emphasize the significance of educational facilities and classroom environment in their impacts on how instructors perform their duties and how students learn in the provided classroom environment.

With increasing recognition of “sick building syndrome,” numerous institutions

expressed their concerns over the impact of classroom environment on student performance (Yang, Gerber & Mino, 2013). The study of these three researchers gave insights into the effects of physical learning environments which were classified into three categories, namely ambient environment, spatial environment, and technology-related attributes coming into play in students’ perceptions of design, management, and maintenance of classroom conditions and components. These simply were temperature, air quality, and lighting, both natural and artificial (aspects of the ambient dimension); classroom layout and furniture (aspects of the spatial dimension); and hardware/software such as projector, computer, television, microphone, installed software or software package systems and the speed of Internet connectivity. As Doungtipya (2003) put it: the classroom environment should be consistently designed to enhance students’ expected desirable characteristics and learning competence.


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As for users’ perceptions toward the classroom environment, Ramli, Ahmad & Masri (2013) investigated students and teachers’ perceptions in order to understand their preferences; such concerns attracted much attention from school authorities to improve classroom infrastructures. The results revealed that the majority of respondents agreed that changes in the classroom environment were needed. In particular, changing the classroom layout and designing more classroom space to suit instructors’ pedagogical approach appeared to be in priority. Pat (2016) studied the classroom physical appearance effects on university students’ learning outcome. The study showed that the designed individual fold-out desk appeared to cause participants’ dissatisfaction with the English course instruction and learning performance. Shared tables were preferred for having eye contacts with teachers and peers, and technology-aided instruction in classroom was found closely related with students’ preferences for pleasant classroom physical appearance.

Anderson (2004) stated that unattractive and dysfunctional classrooms are detrimental

to teacher effectiveness. The results of Anderson’s study in 2004 urged all stakeholders to review their physical classroom policy and implementation. Instructors should help create attractive and functional classroom settings. Functionality of physical classrooms with necessary equipment and supporting materials need to be addressed and acted upon by policy-makers and educational planners to ensure suitable resources for effective classroom environments.

Two more researchers Earthman & Lemasters (2009) asserted that adequate educational facilities be given with concerns for their effects on teaching and learning. These provided facilities were found to have a positive correlation with learners’ academic achievement. They examined teacher perceptions of their classroom conditions and how the condition of the building influenced their work by comparing the perceptions of teachers in satisfactory school buildings and those in unsatisfactory ones. Their findings revealed that teachers in satisfactory buildings viewed their classrooms as a pleasant environment to work in, and appropriate for the teaching and learning. For those who worked in unsatisfactory buildings, they considered a poor physical classroom condition as undesirable, but not to the extent of causing resignation. In their view, resignation tended to be caused by geographical factors, not by a poor physical classroom environment. (Earthman, 2016) repeated a concern over poor school facilities as having a negative influence on teachers’ effectiveness and performance, and in turn had a negative impact on student performance.

One recent study by Amornpipat & Katekaew (2015), provided an insight into factors affecting professional development in Thai academic faculties. The study reported six major factors that affected university instructors’ professional development: (1) time and workloads, (2) inadequate compensation, (3) leader-colleague relationship, (4) too-Thai organizational culture (group-based culture), (5) insufficient resources and assistance, and (6) poor human resource management and human resource development practices. With regard to (5) on insufficient resources and assistance, the informants reported that they wanted the university to provide adequate and sufficient resources to facilitate their teaching. The majority of informants gave importance to existing resources, such as teaching materials and


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equipment, library service and research center, as having impacts on their professional development and efficiency at work.

The constraint on educational facilities also appeared to determine students’ choices

of university. Veloutsou, Lewis & Paton (2004, in Ravindran & Kalpana, 2012) pointed out that the quality of the physical infrastructure in higher education institutions represented one of the determinants for students in selecting institutes for admission. Such a remark on the educational infrastructure supported the finding in one earlier study by Bitner (1990) that physical facilities influenced over students’ perceived service quality in association with a wide range of tangible elements provided by higher education institutions.

It can be seen from these studies that academic support, educational facilities, and

classroom environment exerted impacts on teachers’ effectiveness, students’ attitudes, perception, satisfaction, expectation of academic achievement and their choices of institutional selection. Since there has been very little research in Thai educational institutions on instructors’ perception of the physical classroom environment and possible effects on teaching or learning, the researcher therefore would like to investigate this issue among foreign visiting professors at an open university. The purpose was to find out how they reacted to the given physical environment for their teaching and students’ learning. It was expected that the obtained results should generate practical implications for decision-makers at the institutional level to take action on educational policy and planning for benefits of both instructors and students.

3. Research Objectives There were two research objectives in the study: 1. To investigate whether foreign visiting professors were satisfied with the classroom facilities and components at an institute of international studies at a Thai open university.

2. To find out whether provided classroom facilities and components had impacts on foreign visiting professors’ instructional practices.

The researcher expected to obtain comments and suggestions on classroom facilities and components from the visiting professors participating in the study.

4. Research Methodology This section deals with the subjects and research instruments in obtaining the needed data. 4.1 Subjects

The subjects were 21 of 80 visiting professors, or 26.25% of the foreign staff members in the academic year 2013-2014 at the institute under study. The subjects participated in the study on a voluntary basis. Their demographic variables are shown in Table 1.


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Table 1: Demographic variables of the subjects (N = 21) Demographic variables Categories Frequency Percent Gender Male 18 85.7 Female 3 14.3 Age 20-30 1 4.8 31-40 6 28.6 41-50 4 19.0 51-60 5 23.8 More than 61 5 23.8 Length of Teaching 1-3 months 7 33.3 3-5 months 3 14.3 5-10 months 9 42.9 More than 10 months 2 9.5

4.2 Research Instruments The researcher used closed questionnaire items on a 5-point Likert scale to obtain quantitative data, and one open-ended question to obtain qualitative data from the participating subjects. Both instruments were constructed by the researcher and validated for content validity by two specialists in research methodology in social sciences. The researcher revised the questionnaire items as suggested by the specialists. As for internal reliability, the researcher used Cronbach’s alpha in calculation. The questionnaire items were piloted with 10 professors who were not the subjects in the study. The obtained data were analyzed by the PASW Statistics 18 program (formerly SPSS Statistics), and the alpha value was at .728 indicating a significant level of reliability (normally at 0.7 or above).

The final version consisted of four sections: Section 1 dealt with demographic variables of the subjects: age, gender, areas of

teaching, and length of teaching. Section 2 was on satisfaction with classroom facilities and components in eight

aspects: (1) temperature, (2) air quality, (3) artificial lighting, (4) daylight, (5) furniture, (6) classroom layout, (7) hardware (projector, computer, television, microphone and other related equipment) and (8) the Internet connection. All items were on a 5-point Likert scale ranging from 1-5, indicating 1 as ‘Very dissatisfied’, 2 as ‘Generally dissatisfied’, 3 as ‘Neutral’, 4 as ‘Generally satisfied’, and 5 as ‘Very satisfied’.

Section 3 inquired about the impact of classroom facilities on teaching performance.

In a similar manner, the items focused on eight aspects: (1) temperature, (2) air quality, (3) artificial lighting, (4) daylight, (5) furniture, (6) classroom layout, (7) hardware (projector, computer, television, microphone and other related equipment) and (8) the Internet connection. Similarly, the items were on a 5-point Likert scale ranging from 1-5, for having impacts: 1 as ‘no impact’, 2 as ‘a marginal impact’, 3 as ‘a significant impact’, 4 as ‘a large impact’, and 5 as ‘a very large impact’.

Section 4 secured comments and suggestions for improvement of classroom teaching

facilities. This section had one open-ended question for the subjects to respond for in-depth information on their concerns and suggestions for improvement, if any.


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5. Data Collection The questionnaire was distributed via email to 80 visiting professors in November

2014, and 21 responses were obtained. All data were kept confidential and treated as group data, as being informed to the respondents when completing the questionnaire.

6. Data Analysis

The quantitative data were analyzed by the PASW Statistics 18 program (formerly SPSS Statistics) for means and standard deviations. The qualitative data from the open-ended question was analyzed by coded categories by a software package NVivo 10 in three steps: importing data into the program, coding the themes or categories data in order to find out the common patterns of participants’ responses, and exporting the report for further analysis. The researcher then interpreted the data in the framework of eight aspects of classroom environment facilities and components.

7. Results and Discussion The results were in three dimensions: (1) the visiting professors’ satisfactions with the classroom facilities, (2) the impacts of classroom facilities on instructional practices, and (3) the visiting professors’ comments and suggestions for improving the quality of provided classroom facilities and instruction-assisted equipment. To answer two research questions, the researcher presented results from the close-ended questionnaire items, followed by the subjects’ responses to the open-ended question as shown in Tables 2 and 3, respectively.

7.1 Visiting professors’ satisfaction with the provided classroom facilities: Table 2: Mean and Standard Deviation of Satisfaction with Classroom Facilities (N = 21)

Level of Satisfaction with Classroom Facilities Items of Level of Satisfaction with Classroom Facilities

Items Mean Std. Deviation 1. Satisfaction of Temperature 4.05 .740 2. Satisfaction of Air Quality 3.90 .831 3. Satisfaction of Artificial Lighting 4.00 .632 4. Satisfaction of Daylight 4.00 .707 5. Satisfaction of Furniture 3.43 1.028 6. Satisfaction of Classroom Layout 3.57 .811 7. Satisfaction of Hardware (projector,

computer, television and microphone) 2.95 1.284

8. Satisfaction of Internet Connection 2.86 1.195

Table 2 reveals that the visiting professors were satisfied with temperature (M = 4.05, SD = .740), artificial lighting (M = 4.00, SD = .632) and daylight (M = 4.00, SD = .707). Their satisfaction with air quality, furniture and classroom layout were lower in mean values. Items 7 (M = 2.95, SD = 1.284) and 8 (M = 2.86, SD = 1.195) were rated low in satisfaction with hardware (projector, computer, television and microphone) and internet connection were rated lower than other items


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7.2 Impacts of classroom facilities on instructional practices: Table 3: Mean and Standard Deviation of Impact on Teaching Performance (N = 21)

Level of Impact on Teaching Performance Items of Level of Impact on Teaching Performance

Items Mean Std. Deviation 1. Impact of Temperature on Teaching

Performance 2.24 1.300

2. Impact of Air Quality on Teaching Performance

2.14 1.526

3. Impact of Artificial Lighting on Teaching Performance

1.86 1.236

4. Impact of Daylight on Teaching Performance

1.71 1.056

5. Impact of Furniture on Teaching Performance

2.05 1.244

6. Impact of Classroom Layout on Teaching Performance

2.19 1.167

7. Impact of Hardware (projector, computer, television and microphone) on Teaching Performance

2.95 1.532

8. Impact of Internet Connection on Teaching Performance

2.90 1.546

Table 3 shows rather low mean values for all eight items regarding impacts of classroom facilities on instructional practices. The results were in congruence with those in Table 2, particularly items 7 and 8 on low satisfaction with hardware (projector, computer, television and microphone) and internet connection (M = 2.95, SD = 1.532) and 8 (M = 2.90, SD = 1.546). It should be noted that items 3 and 4 on artificial lighting (M = 1.86, SD = 1.236) and daylight (M = 1.71, SD = 1.056) indicated little impact on their teaching

Discussion As seen from the results in Tables 2 and 3, the visiting professors gave importance to hardware (projector, computer, television and microphone) and internet connection. It was obvious that the provision of these two categories of classroom facilities directly affected their teaching and students’ learning. These points were reported earlier by Anderson (2004) and Earthman & Lemasters (2009), and more recently by Amornpipat & Katekaew (2015) on the effect of insufficiency of resources for professional performance. It was without doubt to the participating subjects working at the institute for international studies that instruction was in need of adequate quality classroom facilities.

The results also revealed that the visiting professors were satisfied with temperature and lighting, but less with air quality, furniture and classroom layout. Such findings should deserve attention from the institute administrators for immediate remedy because air quality, furniture and classroom layout do not affect only teaching performance but also the classroom hygiene and students’ health, as highlighted by Ramli, Ahmad & Masri (2013)and Pat (2016). These researchers signified classroom physical appearance as affecting students, particularly their learning outcome and urged authorities concerned to improve classroom infrastructures for users’ positive perceptions toward the classroom environment.


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It should be emphasized that the Internet-assisted instruction has served as an integral part of all education due to its application in planning and teaching as reported by Landskapsregering (2008, cited in Brändström, 2011). In this regard, the use of technology in classroom instruction was in fact a basic requirement for efficiency in learning and teaching, as suggested by Nomass (2013). The Internet has been recognized for its vital role in increasing the students’ motivation, and making learning experience lively, meaningful, and interesting (Brändström, 2011).

7.3 Suggestions from the visiting professors The visiting professors gave comments and suggestions on improvements for the

quality of provided classroom facilities and instruction-assisted equipment. There were four categories of comments and suggestions: (1) Air temperature; (2) Classroom furniture; (3) Hardware (projector, computer, television, microphone and others related equipment); and (4) Internet connection and software packages. Each of these four categories was exemplified with their responses.

7.4 On air temperature:

The following responses represent typical comments and suggestions from visiting professors for quality improvement of air temperature in the classroom. Five respondents pointed out:

“The room temperature is beyond control, because sometimes it can get very cold and the air conditioner turned off, which leaves no ventilation.”

“Air-conditioners break down occasionally.”

“Improve routine maintenance of air and temperature control is needed, in particular, the air conditioner units in order to enhance temperature level that is more conducive to teaching and learning.”

“Room temperature should also be easily adjusted in accordance with the temperature of the teaching day. Overall, this will benefit the energy saving.”

“Some things could be done to improve the learning environment. The temperature of the air conditioner on the 7th floor is frequently too cold.”

As seen from the examples above, classroom temperature had effects on teaching and learning. A too cold classroom caused discomfort for both the instructors and their students. The respondents noticed that air conditioners were centrally controlled and it was therefore difficult to adjust temperature to suit the classroom environment.

7.5 On classroom furniture: Three respondents commented on the dysfunction of classroom furniture, such as students’ and the lecturer’s desks and chairs that should be replaced. They also pointed out that some furniture was old-fashioned and in poor condition.

“For furniture, I am speaking more on the students because sometimes they broke and students can get hurt.”


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“In some rooms, the lecturer chairs have to be replaced.”

“Some of the furniture is not updated and is broken.”

The respondents were concerned with safety for students when the latter had to use broken furniture. Proper arrangement and maintenance should deserve immediate attention and action from the institute’s administrators. Classroom furniture should be well-designed for students’ sitting position and broken furniture should be replaced in a regular maintenance schedule.

7.6 On hardware (projector, computer, television, microphone and other equipment): The respondents’ comments and suggestions on hardware and equipment were based

on the existing problematic projector, computer, television, and sound equipment. Projector: the respondents pointed out that the projector was malfunctioned and out-of-date and should be replaced or repaired for better condition. Seven respondents gave their comments thus:

“Furthermore, the projector in one room at the Noppasmas building (either 402 or 302) did not work in September. Maybe the problem has been fixed by now, if not, it would be useful to have it fixed.”

“LCD projectors need to be updated.”

“More or bigger projector screens are necessary, so students can see more clearly.”

“All projectors in the Noppamas Building need fixing because the picture is not clear on the screen in any classroom. If may just be the cable or focus that needs fixing.”

“I would suggest to you to work on the projectors (beamers) and improve them.”

“In our school we use projectors (beamers) and everybody can see the screen very well.”

“The projector is old and has to be replaced in some rooms.”

Computer: the majority of respondents identified dysfunctional classroom computers in need of replacement. Connectivity was also problematic for portable laptops. Seven respondents commented:

“The computers are quite malware infected. An effective anti-virus program that is regularly updated by somebody in charge would be useful.”

“Replace all computers in every classroom of the printing building, including keyboards, mice, monitors, and related devices. They are sub-standard and out of date.”

“Facilities have improved, but there are still viruses on the computers.”

“Install up-to-date virus-protection software/capabilities on all computers.”

“When computers are made available in classrooms, they should be state of the art since most professors’ preparation requires a virus-free environment with the latest version of the software.”


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“Technology is cumbersome, but overall satisfaction.”

“Additional cabling should be made available in case a professor needs to use his own laptop computer. That would avoid students seeing their professors crawling under the desk to find the right cables to connect.”

Television: the size of classroom televisions was obviously limited. One respondent mentioned poor vision capacity. The position of installed televisions was too high for students’ viewing. Two respondents gave their comments:

“Place padding and warnings on low hanging TVs.”

“TVs are not useful because of the screen size. Many students are unable to see the slides well.”

Sound equipment: audio equipment was malfunctioned and loudspeakers had sound problems. Two respondents explicated:

“Add speakers for better sound.”

“The sound equipment and projectors on the 7th floor rooms are not ideal and often it causes problems.”

It was rather bad that the institute seemed to have a poor system and management of provided facilities. Those who were in charge of facility management and maintenance appeared negligent in their duties. It was urgent that the institute executives, policy makers, planning analysts, procurement officers and audio-visual technical officers take their action on immediate remedy. Supporting facilities were meant to ensure quality teaching and learning, and negligence caused a bad image for the institute as well.

7.7 On Internet connection and software packages: The majority of the respondents indicated that the Internet connection was

problematic. Apart from inaccessibility of the Internet connection, one respondent pointed out criticality of poor internet connection as severely affecting the classroom environment. Eight respondents commented:

“One thing that must be fixed is the internet connection which fails most of the time.”

“Make internet connection available for all Visiting Faculty without them having to sign on using a special password based on their own identity. Make a general password available for visiting adjuncts. Also, make sure the internet connection is fast for showing videos from online sources.”

“Internet is a big issue in different rooms. I believe that you have to have a high speed internet.”

“From teaching at the institute, I find that if the classroom is at the Printing House Building, it is easier to call for help when things do not work, although the building is old and more importantly there is the internet connection, which is essential for some of the courses like the Tachai Building, which until now there is no internet.”

“New professors should receive the internet access code immediately after arrival.”


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“The internet very often is not available minimizing access to a large area of knowledge that can otherwise be easily accessed by the teacher and shared with the students during a class presentation of a given subject.”

“Install a more stable and fast Internet connection on all instructional computers.”

“If it is possible IIS-RU should improve its internet facility.”

“Installation the up-to-date instruction-assisted technologies/packages are necessary. For instance, providing SPSS, E-VIEWS, and other productive software packages on all instructional computers.”

Based on the respondents’ comments and suggestions, it was obvious that the provided facilities were problematic. The respondents’ reactions were in congruence with their earlier ratings of the questionnaire items as reported in Tables 1 and 2. They clearly pointed out unavailability and dysfunction of facilities and equipment at the institute. Their comments revealed poor management of facilities of the institute, particularly the delayed maintenance system. These dysfunctional classroom facilities caused psychological effects on instructors and students all alike. As Buckley, Schneider & Shang (2004) asserted that both location and quality classroom facilities generated physiological and psychological effects on instructors’ teaching, morale, health and safety. Kwakye (2013: 130) emphasized that “teaching will be effective when all necessary accoutrements are available and out into practical utilization.” Two more researchers Anderson (2004) and Afework & Asfaw (2014), cautioned that unattractive and dysfunctional classrooms are detrimental to teacher effectiveness in teaching and can affect students’ morale, motivation and after all the quality of education. As seen in this study, inadequate resources resulted in moderate or poor ratings of classroom facilities and environment. The respondents’ comments and suggestions gave a clear picture of what to be improved by the institute.

8. Conclusion It is necessary for educational institutions to modernize classroom facilities and

environment to suit needs of instructors and learners. As shown in this study, the researcher investigated the visiting professors’ satisfaction with the classroom facilities and found moderate to low ratings. The impacts of classroom facilities on instructional practices were examined and the results corresponded with the moderate to low ratings for hardware and internet connection. The visiting professors gave comments with examples of problematic facilities. Their suggestions were for the institute to take an immediate action on upgrading management and maintenance of the provided facilities.

It was without doubt that classroom facilities and equipment provided at the institute

had impacts on the professors’ teaching and students’ learning. Based on the identified limitations reported in this study, the institute should urgently overhaul its teaching-learning support system on infrastructure. Needless to say about how teaching and learning can be affected by poor provision of educational support, the institute was fully responsible in remedying these limitations in classroom facilities and equipment without delay for their image and professional accountability.


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9. Acknowledgements The author was grateful to Institute of International Studies, Ramkhamhaeng University (IIS-RU) for support in conducting the study. Much appreciation goes to Asst. Prof. Dr. Pad Lavankura and Prof. Dr. Peter Williamson from Liverpool John Moores University, UK for their advice, Dr. Alan Williams for reading the draft of this paper, and particularly colleagues at IIS-RU for their encouragement. The author was indebted to all visiting professors for providing needed data. 10. The Author Chatchawan Chaiyasat has an M.A. in English Language Studies, Thammsat University, Thailand. He is currently working for the Institute of International Studies, Ramkhamhaeng University (IIS-RU). His research interests are various: Teaching English as a Foreign Language (TEFL), learning psychology and motivation in English language learning, learner autonomy, English language curriculum and instruction in higher education, discourse analysis (DA) and critical discourse analysis (CDA), corpus linguistics and intercultural communication. 11. References Afework, T. H., & Asfaw, M. B. (2014). The availability of school facilities and their effects on the quality of education in government primary schools of Harari Regional State and East Hararghe Zone, Ethiopia. Middle Eastern & African Journal of Educational Research 11, 59-71.

Amornpipat, I., & Katekaew, M. (2015). Factors affecting professional development in Thai academic faculties: A Case study of Aviation Personnel Development Institution. CRMA Journal of Humanities and Social Sciences, 2(1), 67-92.

Anderson, L. W. (2004). Increasing teacher effectiveness. UNESCO. International Institute for Educational Planning: Paris.

Bitner, M. J. (1990). Evaluating service encounters: The effects of physical surroundings and employee responses. Journal of Marketing, 54(2), 69-82. Brändström, C. “Using the Internet in education – strengths and weaknesses.” (Online). http://www.diva-portal.org/smash/get/diva2:438827/FULLTEXT01.pdf, September 1, 2016.

Buckley, J., Schneider, M., & Shang, Y. “The effects of school facility quality on teacher retention in urban school districts.” (Online). http://www.ncef.org/pubs/teacherretention.pdf, September 3, 2016.

Doungtipya, S. (2003). The development of classroom environment for achievement in learning competence in Rajabhat Institutes. A Thesis for the Degree of Master of Education in Higher Education. Chulalongkorn University.


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Earthman, G. I., & Lemasters, L. K. (2009). Teacher attitudes about classroom conditions. Journal of Educational Administration, 47(3), 323-335.

Earthman, G. I. (2016). “School facility condition and student academic achievement.” (Online). http://nctaf.org/wp-content/uploads/ucla_2002_article.pdf, September 3, 2016.

Kwakye, E. O. (2013). Availability of supportive facilities for effective teaching. REMIE - Multidisciplinary Journal of Educational Research, 3(2), 130-146. McLaughlin, P. (2012). Flexible spaces…what students expect from university facilities. Journal of Facilities Management, 10(2), 140-149. Nomass, B. B. (2013). The impact of using technology in teaching English as s Second Language. English Language and Literature Studies, 3 (1), 111-116.

Pat, W. (2016). “The study of classroom physical appearance effects on Khon Kaen University English students learning outcome.” (Online). http://www.litu.tu.ac.th/journal/FLLTCP/Proceeding/724.pdf, September 1, 2016.

Ramli, N. H., Ahmad, S., & Masri, M. H. (2013). Improving the classroom physical environment: Classroom users’ perception. Procedia-Social and Behavioral Sciences 101, 221-229. Ravindran, S. D., & Kalpana, M. (2012). Students’ expectation, perception and satisfaction towards the management educational institutions. Procedia Economics and Finance 2, 401-410. Suleman, Q. & Hussain, I. (2014). Effects of classroom physical environment on the academic achievement scores of secondary school students in Kohat Division, Pakistan. International Journal

Yang, Z, Gerber, B. B., & Mino, L. (2013). A study on student perceptions of higher education classrooms: Impact of classroom attributes on student satisfaction and performance. Building and Environment, 70, 171-188. 11. Appendix: Research Questionnaire

Research Questionnaire on Visiting Professors’ Voices for Change: An Institutional Study of Classroom Environment and

Its Effects on Instructional Practices in a Thai Tertiary Education Context

Directions: This questionnaire is designed to survey the visiting professors’ satisfaction and suggestions

on the classroom components and conditions at IIS-RU and to examine the impact of the existing classroom facilities and overall environments on instructional practices.


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The researcher would appreciate your valuable time in completing this survey and return it electronically to the program coordinator at [email protected]. This questionnaire is divided into four sections: Section 1 Your personal information Section 2 Satisfaction with classroom facilities Section 3 Impact of classroom facilities and environment on your performance Section 4 Your recommendations for quality improvement Section 1: Your personal information Instruction: please make a tick in the box 1. Age

1. 20 – 30 age 2. 31 – 40 age 3. 41 – 50 age 4. 51 – 60 age 5. 61 +

2. Gender

1. Male 2. Female 3. Areas of teaching (Tick all which are relevant)

Bachelor degree 1. Business Administration 2. English 3. Mass Communication

Master degree 1. Business Administration 2. Educational Administration 3. Communicative English 4. Political Science

Doctoral degree 1. Business Administration 2. Educational Administration 3. Law 4. Political Science

4. How long have you been teaching at IIS-RU? Less than 1 year 1-3 years 3-5 years 5-10 years More than 10 years


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5(a): During your teaching at IIS-RU, which of the following room areas have you taught in. (Tick all that are relevant.) 5(b): Of the room areas in which you have taught, indicate which one you have taught most frequently (Tick one only)

Building Taught in (mark all

relevant) Most frequently used

(mark one only) Printing house (7th floor) Printing house (8th floor) Printing house (9th floor) Thachai building (TCB) Noppamas building (NMB)

Section 2: This section asks your satisfaction with the classroom facilities in the printing house complex. In the table below please rate your overall level of satisfaction with each classroom facilities and components.

Level of Satisfaction Very

dissatisfied (1)

Generally dissatisfied

(2)

Neutral (3)

Generally satisfied (4)

Very satisfied

(5) 2.1 Temperature 2.2 Air quality 2.3 Artificial lighting 2.4 Daylight 2.5 Furniture 2.6 Classroom layout 2.7 Hardware (projector,

computer, television and microphone)

2.8 Internet connection Section 3: Based on your satisfaction rating with the classroom facilities and environment in the printing house complex, to what degree do you believe each of these has impact on your performance as a teacher?

Level of impact on my performance as a teacher Had no

impact (1) Have had marginal impact

(2)

Have had significant

impact (3)

Have had large impact

(4)

Have a very large impact (5)

3.1 Temperature 3.2 Air quality 3.3 Artificial lighting 3.4 Daylight 3.5 Furniture 3.6 Classroom layout 3.7 Hardware (projector,

computer, television and microphone)

3.8 Internet connection


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Section 4: Please kindly give your comments or suggestions on how the classroom teaching facilities at IIS-RU can be improved. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Thank you for your valuable time and kind cooperation.


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Professional Reflections on “Why Should We Use Case Studies in the Classroom?”

Supatra Pradubpongse, Ed.D., Faculty of Education, Rangsit University Case studies have been recognized as an effective learning tool in various disciplines, such as medicine, business, law, science, mathematics, and education, to name but a few. The increasing use of case studies as a learning tool has stemmed from its provision of opportunities for engaging students in analyzing and solving problems. Particularly, students working in groups on case studies will be able to help each other develop their understanding and interpersonal skills needed for effective group work. Cases also help students apply their knowledge and principles to real experiences. Potentiality of cases has been emphasized in a number of previous studies in the field of education. Quite a few researchers have reported interesting findings on case study benefits, particularly cognitive skills in an analytical mode, decision making and independent thinking (Cameron et al, 2012), problem solving skills and discussion (Chaplin, 2009; Yoon et al, 2006; Latthasaksiri, 2016) and enhanced analytical thinking skills (Kunpol, 2014), critical thinking skills (Popil, 2011; Iqbal & Rubab, 2012; Gallego et al, 2013). Some other studies pointed to affective benefits for students to increase their motivation and interest in learning (Koç, 2011; Ayyildiz & Tarhan, 2012; Casotti et al, 2013) as well as their self-confidence (Cameron et al, 2012). Moreover, students would be engaged in the learning process as active learners (Yadav et al. , 2010). As reported in the literature on case studies aforementioned, those researchers covered a wide range of problems created for analysis. Cases generally deal with real or daily life events, often involving complex issues, conflicts, or problems to be resolved, or requiring logical decision making. Case studies in fact serve as a form of problem-based learning on a problem or situation with relevant case background; students are assigned to work in small groups to seek out relevant information for group analysis or discussion for a practical solution. Using case studies in the classroom is a challenge to both the teacher and students in class discussion that in turn prompts the latter’s participation in support of their thinking process. As known, quite a few course instructors are more likely to develop their own cases related to their subjects. Though rather time consuming, cases can be designed with specifications pertinent to the target discipline and learning outcomes. Kunpol (2014) showed a good example of creating 30 mathematics cases for Primary 6 students at Satit Bilingual School of Rangsit University (SBS). The researcher covered her case design and construction by integrating a wide range of mathematical problems based on real or daily life events; such as, Thailand’s Damaging Floods in 2011, Building Public Parks in Lak Hok Manicipal Area, How Students Make Buying Decisions at Supermarkets, and SBS Yard Sale, to name but a few topics. The researcher gave her students opportunities to analyze real-life situations and apply relevant math formulas for practical solutions to the given cases. The learning outcomes on students’ analytical thinking skills were at a high


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level; the tasks included matching, classifying, analyzing errors, generalizing, and specifying a steady increase in the given learning period. The students became enthusiastic with their attempts at applying math formulas to real-life situations. They were able to see for themselves the relevance of mathematics to their daily life rather than a mode of abstraction in thinking. From the author’s point of view, this type of learning can greatly engage students in their learning process, and thus motivate them to develop analytical thinking and other higher-level thinking skills, if desired. From my past communications with my colleagues in business administration who used case studies in their undergraduate teaching, they agreed upon cognitive and affective benefits for their students. They recognized the importance of case studies as relevant to students’ prior knowledge and experience. Lack or insufficiency of relevancy in given cases might result in students not being engaged in class discussion or challenged to find a well-justified solution. It should be noted that case study creation truly requires excellent knowledge, superb reasoning and questioning skills from one who wants to attempt case-study design and writing up. In conclusion, case studies though somewhat difficult to create, have benefits in helping students develop their high-order thinking ability. In addition, small group discussion can engage students in sharing their learning experience and problem-solving skills for a specific purpose on the target learning outcome—be it a solution, a recommendation, or a justified plan with facts or concrete/ predicted evidence as required in the given case. Moreover, case studies have wide applications in various disciplines as seen fit by the teacher or course instructor from the secondary to tertiary levels of education. The Author

Supatra Pradubpongse, Ed. D. is Associate Dean for Academic Affairs and Research and a staff member of the Doctoral Program in Educational Studies at the Faculty of Education, Rangsit University. Her past research dealt with Educational Technology, Educational Leadership, and Thinking Skills Development.

Comments: We welcome your comments and also any information that are pertinent to this topic in your context. Also please let us have your suggestions for the next round of "Professional Reflections."

Address your email to Supatra Pradubpongse at <[email protected]> or <[email protected]> or <[email protected]>. References Ayyildiz, Y., & Tarhan, L. (2012). Effect of case studies on primary school teaching students’ attitudes towards chemistry lesson. Hacettepe University Journal of Education, 43, 62-70.


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Cameron, A.F., Trudel, M.C., Titah, R., & Léger, P.M. (2012). The live teaching case: A new IS method and its application. Journal of Information Technology Education: Research, 11, 27-41. Casotti, G., Beneski, J.T., & Knabb, M. T. (2013). Teaching physiology online: Successful use of case studies in a graduate course. Advance in Physiology Education, 37, 65-69. Chaplin, S. (2009). Assessment of the impact of case studies on student learning gains in an introductory biology course. Journal of College Science Teaching, 39, 72-79. Gallego, A., Fortunato, M.S., Rossi, S. L., Korol, S.E., & Moretton, J. A. (2013). Case method in the teaching of food safety. Journal of Food Science Education, 12, 42-47. Iqbal, N., & Rubbab, H. (2012). Teaching pediatrics nursing care to second year nursing students using case study method. Medical Channel, 12(1), 13-16. Koç, M. (2011). Let’s make a movie: Investigating pre-service teachers’ reflections on using video recorded role playing cases in Turkey. Teaching and Teacher Education, 27(1), 95-106. Kunpol, S. (2014). Development of mathematics learning process that integrates collaborative learning with case study method learning for enhancement analytical thinking skills of Prathomsuksa 6 students at Satit Bilingual School of Rangsit University in Pathumthani Province. The Golden Teak: Humanity and Social Science, 20(2.4), 35-46. Latthasaksiri, N. (2016). The development of training program to enhance problem solving and decision making skills for supervisors of the ISUZU Service Center of the Automotive Industry in Eastern Thailand. Journal of Education and Social Development, 11(2), 235-246 Popil, L. (2011). Promotion of critical thinking by using case studies as teaching method. Nurse Education Today, 31, 204-207. Yadav, A., Shaver, G.M., & Meckl, P. (2010). Lessons learned: Implementing the case teaching method in a mechanical engineering course. Journal of Engineering Education, 99(1), 55-69. Yoon, S., Pedretti, E., Bencze, L., Hewitt, J., Perris, K. & Van Oostveen, R. (2006). Exploring the use of cases and case methods in influencing elementary preservice science teachers’ self-efficacy beliefs. Journal of Science Teacher Education, 17, 13-15.


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Peer Reviewers for RJES Volume 3 Number 2 RJES appreciation for our peer reviewers: External Peer Reviewers: Dr Joan Neehall Davidson Clinical Psychologist Specialist in Educational Psychology Dr Joan Neehall and Associates Inc. Edmonton, Alberta Canada Associate Professor Dr Laddawan Petchroj Director of M. Ed. Program Acting Dean Faculty of Arts Ratchaphruek College Bangkok, Thailand Assistant Professor Dr Kittisak Kerdarunsuksri Head of Performing Arts Department Language and Culture Specialist College of Humanities and Applied Arts University of the Thai Chamber of Commerce Bangkok, Thailand Dr Wanida Ploysangwal Lecturer and Language Consultant School of Humanities and Applied Arts University of the Thai Chamber of Commerce Bangkok, Thailand Dr Pattama Deesawatseephet Specialist in Curriculum and Instruction Demonstration School of Srinakharinwirote University at Pathumwan Bangkok, Thailand Dr Sakuna Noimaneewan School Director Curriculum and Instruction Specialist Daruna Ratchaburi Vited Suksa School Ratchaburi, Thailand


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RJES PUBLICATION POLICY

Rangsit Journal of Educational Studies (RJES)

I. POLICY The Rangsit Journal of Educational Studies (RJES) is intended for the publication of original contributions in educational studies and related fields. It is a peer-reviewed journal and each volume is published online-plus-print twice a year (No.1 in June & No.2 in December). Original research articles and mini reviews will be included in this journal. News and views are also welcomed in the section of Professional Reflections. The details and views expressed in the journal by named authors are solely the responsibility of those contributors.

II. SUBMISION OF MANUSCRIPTS Authors should submit original unpublished manuscript written in English. A single-spaced typed manuscript (see section III. NOTES FOR AUTHORS below for more detail) in a non-formatted WORD file and the letter of consent via email to Chief Editor 1 and CC to Chief Editor 2 as follows:

Office of the Chief Editors, Faculty of Education, Rangsit University, Building 3, Floor 6, Rangsit University, Muang-Ake, Lak Hok, Pathum Thani 12000, Thailand.

Telephone number (office): (+66) 02 997-2222 extension 1275, 1276 Fax number: (+66) 02 997-2222 extension 1277 Manuscript submitted by e-mail to <[email protected]> <[email protected]> and CC to

<[email protected]> Remarks: A. There will be no publication fee for both the online-plus-print versions for papers printed in RJES Volumes 1-3. A publication fee to support peer review may be requested by notification. B. The latest date for submission of the first draft of the manuscript to be published in RJES in each year: (1) Number 1 on the 30th day of April and (2) Number 2 on the 31st day of October. III. NOTES FOR AUTHORS ARRANGEMENT AND STYLE OF MANUSCRIPTS

1. Paper and Page Setup Guideline: Paper size: Standard A4 Top margin: 1 inch Bottom margin: 1 inch Left margin: 1.25 inches Right margin: 1 inch Header: 0.5 inch Footer: 0.5 inch Gutter: 0 inch In the main body text section: the two columns are separated by 0.5 inch.


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2. Manuscripts of original articles, for both print and online versions, should be submitted on the A4-sized paper and should be prepared by using the Times New Roman (12 point, unless specified otherwise) font type MS-Word. Symbols used should be of a similar size and typed on the corresponding lines of text used in each section. Manuscripts of the original article should contain the following sections: title, author’s name, author’s workplace, abstract and keywords, the main text/ body text), acknowledgements, references, tables, figures, legends, and illustrations. There is one blank line between sections and manuscripts are limited up to twelve pages. Each page should be clearly numbered in the bottom center of each sheet. For authors who are not native English speakers, manuscripts should be proof-read by a native English speaker or one who is proficient in English before being submitted. 2.1 The title: The length of the title of the article must not exceed 2 lines. A title itself has to be informative and indicates the main topic in the article. The title should be set in the center of the page, using upper case and lower case letters of Times New Roman 12 points and printed bold. If there is any symbol, its size must be the same as the text in that line. Prepositions and conjunctions are normally shown in lower case letters. 2.2 Author’s name: Type the author’s name and last name using regular Times New Roman 11 points in upper case and lower case letters in the center of the page below the title of the article. In the case of multi-authorship, identify each author by superscript numbers at the end of the author’s last name. 2.3 Author’s workplace: Type the workplace (address of the institution) of the author and/or the group of the authors, using regular Times New Roman 10 points in upper and lower case in the center of the page. In case of multi-authorship, please superscript numbers in front of the entire author’s name. The name and mailing address to which all related correspondence will be sent. The e-mail address, telephone number and fax number of the corresponding author should also be included here. 2.4 Abstract and Keywords: Use Times New Roman 11 points for preparing the abstract and keywords. They must be single-spaced under the author’s workplace and separated from the bottom line of the author’s workplace. 2.4.1 Abstract should be informative and state what was done, obtained and concluded. It should be accurate, self-contained, concise and specific, coherent and readable, and reflect only what appears in the original paper. The abstract will also be evaluated on its originality, social and scientific merits, and practical or clinical relevance or significance. An abstract should contain the following basic components: 1) purpose/ motivation/problem statement, 2) methods/design/procedure/ approach, 3) results/ findings/products, 4) conclusion/applications/research limitations/ implications (if applicable), practical implications (if applicable), pedagogic or social implications (if applicable), and 5) originality/value. The length of the abstract must not exceed 250 words. The context of an abstract is as follows: Type the word “Abstract”, using Times New Roman 11 points and print bold, left-hand justified. The abstract should be written in one paragraph under the heading with single-spaced line.


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2.4.2 Keywords: Type the word “Keywords”, using Times New Roman 11 points and in italics, left-hand justified, separated by a colon (:) followed by keywords written in English not over five words, and separate words by a comma (,). 2.5 The main text/body text: The main body text of the manuscripts must be typed in WORD using Times New Roman 12 points, under an abstract and keywords with single-spaced line and separated from the above section. The main text of your paper should be divided into seven sections, each with a separate heading. Headings are in bold letters, left-hand justified in the column. The first line of each paragraph should indent 0.5 inch from the left margin (of the page/of the right-hand column). Scientific names are normally shown in italic letters and the symbol must be the same size as the text in that line. The body of the context includes: (1) Introduction, (2) Research Objectives, (3) Research Methodology, (4) Results and Discussion, (5) Conclusion, (6) Acknowledgement, (7) The Author, and (8) References. 2.6 In-text Citations: You must give references to all the information that you obtain from books, papers in journals, websites, or other sources. The Author-Date System should be used to cite references within the paper by using the author’s last name and date (year), separated by a comma in parentheses; for example, name(s), year. 2.7 Tables and Figures: 2.7.1 Tables: The large-sized table format should not be split into two columns but small-sized table can be fit into the column. Each table must be titled, numbered consecutively and complete with heading (title with a description that goes above the table). The word “Tables”, including number should be typed using Times New Roman 11 points and bold, left-hand justified, and follow by regular 11 points Times New Roman for the heading. 2.7.2 Figures: Line-drawn graph or Figure (in black) is accepted. Also, in the case of photographs, glossy photographic prints, 3.5x5.0-inchs, should be submitted concurrently. Similar to tables, large-sized figure format should not be split into two columns but small-sized figure can be fit into the column. Each figure must be numbered consecutively and complete with caption/legend (caption/legend goes under the figure). The word “Figure”, including number should be typed using Times New Roman 11 points and bold, left-hand justified, and follow by regular 11 points Times New Roman for the legend. 2.8 Symbols and Units: Every symbol you use must be defined in the text and must be written in the simplest possible way. Use S. I. units for physical quantities. 2.9 Numbering Pages: Number your manuscript pages consecutively throughout the paper except the first page in the bottom center of the page, using bold Times New Roman 12 points. 2.10 Reference Lists: The final page of your paper is usually a list of resources you cited in your paper. The style of citations used in RJES should conform to the American Psychological Association (APA). It is the author’s responsibility to ensure the


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accuracy of all references cited in the paper. References should be listed in alphabetical order not by number entries using regular 11 points Times New Roman font. All references should be typed using regular 11 points Times New Roman font and listed correctly by the following citation formats and examples: Guideline to References Abstract Format: Author.//(Year of publication).//Title of Abstract (abstract).//Journal Title.//Year (Volume if any),//Page number. Example: Clark, D.V., Hausen, P.H., and Mammen, M.P. (2002). Impact of dengue in Thailand at the family and population levels (abstract). Am J Trop Med Hyg 67(2 Suppl), 239 Books Format: Author.//(Year of publication).//Title.//Edition (if any).//Place of publication: Publisher. Example: Goodwin, C.J. (1995). Research in Psychology: Methods and Design. New York: John Wiley & Sons, Inc. Book Articles Format: Author.//(Year of publication).//Article Title.//Title of book.//Edition (if any).//Place of publication: Publisher,/Page Numbers. Example: Holland, J.L. (1973). “Making vocational choice”. A Theory of Career. New Jersey: Prentice-Hall, 2-18. Conference and Seminar Proceedings Format: Conference or Seminar Organizer.//(Year of publication).//Name of conference,/ Conference date.//Place of publication (if any):/Publisher (if any). Example: Rangsit University. (2010). Proceedings of RSU Research Conference 2010, April 1, 2010. Rangsit University. Dissertation or Thesis Format: Author.//(Year of publication).//Title of dissertation or thesis.//Type of Thesis.//Awarding Institution.


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Example: Norasingha, A. (2009). Expression and Distribution of Mucorinic Receptors in Hepatic Composite of the Cirrhotic Rats. A Thesis for the Degree of Master of Science in Biomedical Sciences. Rangsit University. Editorial Format: Author.//(Year of publication).//Title of Editorial (editorial).//Journal Title.//Year (Volume if any),//Page numbers. Example: Fisher, R.I. (2003). Immunotherapy in Non-Hodgkin’s lymphoma: Treatment advances (editorial). Semin Oncol 30 (2Suppl 4), 1-2. Journal Articles Format: Author.//(Year of publication).//Article Title.//Journal Title,/Year/Volume (if any),/Page numbers. Example: Leelawat, S., Leelawat, K., Narong, S., and Matangkasombut, O. (2010). The Dual Effects of delta 9-Tetrahydrocannabinol on Cholangiocarcinoma Cells: Anti-Invasion Activity at Low Concentration and Apoptosis Induction at High Concentration. Cancer Investigation, 28(4), 357-363. Polk, A., Amsden, B., Scarrtt, D., Gonzal, A., Oknamefe, O., & Goosen, M. (1994). “Oral delivery in aquaculture”. Aquacult. Eng, 13, 311-323. Seals, D.R., & Tanaka, H. (2000). Manuscript peer review: A helpful checklist for students and novice referees. Adv Physio lEduc, 22, 52-58. Srichandum, S., & Rujirayanyong, T. (2010). Production scheduling for dispatching ready mixed concrete trucks using bee colony optimization. American J. of Engineering and Applied Sciences 3(1), 823-830. Letter Format: Author.//(Year of publication).//Title of Letter (letter).//Journal Title.//Year (Volume if any),//Page number. Example: Enzensberger, W., and Fisher, P.A. (1996). Metronome in Parkinson’s disease (letter). Lancet 347, 1337. Unpublished/In press Article Format: Author.//(In press Year).//Article Title.//Journal Title./(in press).


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Example: Veena, B. (2004). Economic pursuits and strategies of survival among Damor of Rajasthan. J Hum Ecol. (in press) Websites Format: Author.//Title.//(Online).//the full address of the web page, accessed date. Example: Lemire, D. Write good papers. (Online). http//www.daniel-lemire.com/blog/rules-to- write-a-good-research-paper/, July 1, 2010.

1. Manuscripts of mini review articles: The length of a mini review article must be no more than ten typed A4 pages. Its content should be arranged as follows: title, keywords, body text, references, name and address of the institution, authors’ name and running title. The format, font, and font size used in each section correspond to those applied for the corresponding section of the Manuscripts of original article.

IV. REPRINTS: During the three years of publication (2014-2016), authors will receive 5 free reprints of their papers and one free copy of the journal. V. FURTHER READING: The following resources will provide valuable guidelines for the preparation of manuscripts. Conboy-Ellis, K.A. How to write an abstract. (online). http://www.aaaai.org/members/allied_health/articlesofinterest/conboy_ellis.pdf. July 1, 2010. Emerald Group Publishing Limited. How to write an abstract Part: 1. (online). http://www.emeraldinsight.com/authors/guides/abstracts.htm?PHPSESSID=4v983oj 7mghhlotmjbtflfoou2&part=1. July 1, 2010. Innominate. HOW TO WRITE AN ABSTRACT: Links and Tips. (online). http://research.berkeley.edu/ucday/abstract.html. July 1, 2010 Koopman, P. How to write an Abstract. (online). http://www.ece.cmu.edu/~koopman/essays/abstract.html July 1, 2010. Lemire, D. ”Write good papers.” (online). http//www.daniel-lemire.com/blog/rules-to-write-a-good-research-paper/ July 1, 2010. Seals, D. R., & Tanaka, H. (2000). Manuscript peer review: a helpful checklist for students and novice referees. Adv Physiol Educ, 22, 52-58. End of Text